Responsibility of the home and the school for developing correct home ideals

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Authors Wallace, Lunah Ward

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Link to Item http://hdl.handle.net/10150/553114 RESPONSIBILITY OP THE HOME AMD THE SCHOOL FCB LEVEL OPING CORRECT HOK IDEALS ......

Lunch Ward Wallace

Submitted in Partial Fulfillment of the Requirements f or the Degree of

/ v'/'" 'x X '•1 < E 'V < z \ I; \ 32a s ter' of^Ar’ts A x. " y / ■ X^^rsaTi. / In the College of*Eduoa tion of the t&iiversity of Arizona

1931

TABLE OF CONTENTS I age LIST OF TABLES... • • iv Chapter I. INTRODUCTION...... 1 The Family...... 1 Ita r e la tio n to the problem of th is t h e s is ...... 1 The s o c ia l importance of the f a m i l y ...... 2 last status of the fa m ily ...... • 3 Present status of the family ...... 4 The Family of t e Future...... *6 Its purpose...... 6 S o cia l fo rces co n trib u tin g to th is purpose...... 7 Other factors contributing to the purpose of the family of the future.•••••••••...... ••...... 9 The social basis of the coming fam ily...... 1 0 The Family and the S c h o o l ...... 12 The function of the sch ool...... 1 2 Social changes that dei. and the attention of the sch o o l...... 1 3 The objectives of education...... 13 The attainment of home ideals ...... 1 4 Value of the mating instinct ...... 1 5 R elation of the school to the ho e ...... 17 I I . THE NATURE OF CHARACTER...... 19 An Experimental Study of C haracter...... 19 Origin of the e x p e r i m e n t ...... 19 Scope and method of the in v e s t ig a t io n ...... 21 Results of the study...... 22 Implications of the data of the stud y...... 23 Principles deduced from the study to be used for guidance in character development...... 2 7 I I I . BUILD IMG A FUNCTIONING SOCIAL ILEAL 01 DEVELOPING CHAR ACT!.!...... 31 Character Building...... 31 The process...... 3 1 The materials...... 3 1 The School’s Equipment for Developing Character.•..33 Subjects ,f the curriculum ...... 33 The teaching staff ...... 3 7 Extracurricular activities...... 38 A character code... . 39 Extraschecl educative agencies...... 5 8 Associate social institutions...... • • • • • • • • 6 0 Technique of Building a Functioning Social Ideal...62 Stages in the process of construction...... 62 Principles underlying the building of a func­ tio n in g s o c ia l i d e a l ...... 6 5 Methods of teaching ideals...... 6 6 Creating desire for traits or teaching ideals....69 Consistent behavior...... 7 Summary. • • • ...... 7 5 82725 i l l

Chapter Pag® IV. LOG AT 1027, XXTB'riT, AMD MATURE OF PARLIITHOOD EBUCA- ' . TIOM PROVIBED BY TIE• SCHOOL AT PRESEHT...... 7 8 In the General Curriculum...... 7 8 Suggested plan...... 7 8 Basic principles and goal...... 7 9 Content...... 8 1 In the Home Economics Curriculum...... 8 5 Courses in public schools**..*...... •« ...... 8 5 Wisconsin*s state wide child care program...... 8 5 Courses in higher institutions...... ,8 7 In the H ealth Curriculum ...... 9 1 Sex instruction...... 9 1 Method of introducing sex education into the. schools..•.••...... •...... 9 3 Avenues of approach to sex education...... ♦....•.95 Content of a course in sex education...... 9 6 Conclusions and Recommendations...... 1 0 4 MISCELLANEOUS The Children’s Morality Code...... • •...... 4 6 A High School Morality Code...... ,...... ,5 2 The Code of Successful Workers...... 5 6 Home Rating Scale for Study of Homes...... 1 1 2 BIBLIOGRAPHY...... 120 i v

LIST OP T/iBLBS Table Page I. Reasons Given for the Instability of the Family....5 11. Bible Beading in the Public Schools...... 42 III. Provision for Character Training in Some of the S t a t e s ...... 43 IV. P o s itiv e and N egative Powers of L ife ...... 4 4 V. The Progressive Movement of School A ctivities in the Direction of Preparation for Parenthood...... 8 3 VI. Problems and Projects to Enrich a Course of Study in Preparation f or Parenthood...... 84 V II. A Home Economics Course in Worthy Home Membership for Public Schools...... 9 0 VIII. Subject Matter Suitable for Sex Instruct!on...... 1 0 3 RESPONSIBILITY. OP TIE HOME ABD THE SCHOOL. FOE DEVELOPING CGREECT H025i IDEALS CHAPTER I INTRODUCTION The Family

Its Relation To The Problem Of This The­ sis.-T he apparent disintegration, of the twentieth century family is causing sociologists and educators much concern# It is possible that the family is not disintegrating but merely exhibiting the disorder and weak organisation,that characterise any, social institution on the eve of change and reorganisation. If the family la facing reorganisation, which of the two social institutions most directly responsi* ble for it-the home and the school- is to take the.lead in directing this reorganization? Reorganization of the family must be based upon correct home ideals, and responsibility for their development must be placed. The problem of this thesis is to determine specifically the amount of responsibility the home and the school each.should have in developing correct home ideals, and its purpose is to find specific answers to these 2 three questions: 1. Has the school any responsibility for developing the ideals of respect for and obedience to parents? 2m Is the school's responsibility for developing these ideals less than, equal to, or greater than that of the home? 3. Does the combined responsibility of the home and the school for developing the ideals of respect for and obedience to parents represent the total responsibil­ ity for developing these ideals? Specific answers to these three questions w ill constitute a solution of the problem of this thesis. Since it is for the family that correct home ideals w ill be developed, and through the family that they will be established, the first chapter of this thesis w ill be devoted to a discussion of the family-its social im­ portance, its past, present, and possible future status, and its relation to the school. : The Social Importance Of The Family.-In addition.to replenishing and perpetuating the race, the fami­ ly fosters and advances civilization. Its needs develop in­ dustry, perfect governments, and establish homes, schools, and churches. Through its heme contacts and influences indi­ viduals are fitted to enjoy social privileges and to assume social duties. "The rights of property and. person are learned and practiced in the family. Self restraint, obedience, and service are taught, and each member knows by experience his relations to others and recognizes duties to be fulfilled and rights to be enjoyed. In the family re­ ligion, morality, and general culture make 3

their earliest and most lasting impressions.*! The social ideals of love, justice, and freedom have their source in the family. The family is also the preserver and bearer of social tradition, knowledge, val­ ues, and ideals handed down from the past; and of social cus­ tom-sanctioned habits of behavior-because it furnishes the environment where children learn their language and with it the fundamental knowledge, beliefs, and standards of c iv ili­ z a tio n . Inasmuch as the clenonts of the larger social life occur in the family, it becomes a means of train­ ing in s o c ia l order and i s *a constant center from which issue influences, tending at once to stimulate and to perpetu­ ate social order. * 2 The family controls the birth and rearing of children and furnishes the stimulus tlirough the presence of other persons for the development of those ultimate habits, feelings, ideas, and standards which make for social solidarity. Past Status Of The 'Family.- * Histori­ cally, except for very early times, the fami­ ly was much more important as a social in sti­ tution than it is at present. Among the He­ brews in Bibilical times the child got near­ ly all of his training from his parents. The father was never too busy to take an hour each morning for the religious and ethical instruction of his family, and it was from the father also that the son learned his trade, as it was from the mother that the *2

1' Blackmar and Gillin. Outlines of Sociology, v. 112. 2 Ib id . , 4

daughter learned the graces and the practi­ c a l a r ts of Jewish womanhood. In the e a r ly and great days of Roman history the family had an eq u ally important place and indeed throughout the m edieval and modern period a- mong our European progenitors the family, though there supplemented "by the church, re­ mained the great molding factor in life. In fact, v/e need not go back very far to find the family still vigorously exercising many of the functions that gave to it its supreme potency and solidarity of the past. It was the religious center, the economic unit, the school of moral character, and the supreme formative factor in almost all vital ways.M 3 Present Status Of The Family.-The family of the twentieth century is characterised by instability. Where once it remained upon one homesite generation after generation maintaining a serious and responsible attitude to­ ward life, it now changes its residence with the seasons, its . founders at pleasure, and its morals overnight. In the table OR the following page are listed the reasons, many but Rot a l l of them , assigned for this instability by experts in the philosophy of education, educational sociology, and sociology#

3 P e te r s, C.C% SEEla m en ts r a of Educational Sociology, P* 168. 5

TABLE I

KB AS CMS GIWjM POR TIE INSTABILITY OF TIE FAMILY

Authority and Reasons Authority and Reasons 4 6 P e te r s, C. C. Chapman and Counts 1. Factory system 1. Factory system 2. Economic indepen- 2. Economic indepen­ dense of women dence of women 3. Growth of c i t i e s 3. Growth of c i t i e s 4. Waning in flu en ce 4. Rise of science of religion 5 . Fem inist movement 5 . Lax marriage and 6. Higher education ' divorce laws fo r women 6. Women *8 demand for 7 equality with men Ross, E. A. 7. Absence of parents 1. Factory system at work 2. Eccmomic indepen­ 8. Upward exten sio n dence of woaen of education P 3. Growth of c i t i e s 9. Sophisticating out 4 . Waning in flu en ce of home influences of religion 5 5. Feminism Blackmar and G illin 6. Contending ideals 1. Factory system of marriage 2 . Eccmomic indepen­ - . 8 dence of women Ellwood, C. A. 3. Increase in renters 1. Factory system 4. Changes in science 2. Rise of indi­ 5. Decreasing size of vidualism fa m ilie s 3 . Growth of w ealth

4 Peters, C. G, op. cit., p. 168-170. 5 Blackmar and Gillin# op. c it., p. 122-127. 6 Chapman and Counts. Principles of Education, p. 216. 7 Ross, B. A. Principles of Sociology, p. 584-585. 8 Ellwood, C. A. Sociology and Modern Social Prob­ lems , p. 145-146. . 6

The table shews agreement among a ll the authorities upon the factory system, and among four upon the eoanomie Independence of women, as conditions contrlhutlng to the instability - of the family# There can be little ques- . tl

Auction of food, household supplies, and clothing materials; the manufacture of wearing apparel, household furniture and furnishings, and tools for working; the preservation, storage and marketing of food; the provision of building materials* fuel, light, and water; and the ear® and feeding of domestic animals* The work that remains in the home is light compared with what has "been done in the past* Enumera­ ted in detail it includes cooking and serving food, with "both the labor of cooking and serving food lightened "by the use of food materials already prepared for use, and of electrical • convenienceb of every description for cooking; washing clothes with electric washers; cleaning and sweeping rooms and walls with vacuum cleaners electrically driven; polishing furniture, repairing clothing, disposing of garbage; and, in some homes, caring for small children* Plumbing, gas, electricity, sew­ age connections, end every kind of household convenience en­ able the work to "be done,with a minimum expenditure of ener­ gy* The home has thus "been cleared for the performance of its chief privilege-the nurture end training of the children in the family and, ultimately, the improvement of the race* To the same end a second of the social forces operating in the interests of the family of the fu­ ture-woman’s enjoyment of the benefits of education only re­ cently. granted her- is contributing valuable aid* It pro­ vides her at the same time an opportunity to earn her own 9 ray cn an equal fo o tin g with man. Education endows a wonan with ability to understand how race improvement ie to be brought about. Ec on male independence places upon her the r e ­ sponsibility for bestowing or withholding assistance end co­ opers tl on j of consenting or refusing to share in any social endeavor to improve'the race* , The right of women to vote is the third social force helping to pave the way for the arrival of the - family of the future. The right to vote demands of women the duty of clearing the social environment of conditions and influences injurious to the welfare and proper growth of the coming groups of children* These three social.forces set in motion by the social.recognition of the rights of children, and brought to bear upon-the family, w ill make of the hems a vital clement in ell plane for ir^oving the race* Other Eactors Contributing To The Purpose Of The Eamily Of The Euture*yCultural resources that w ill be at the service of the family of. the future ere almost too nu­ merous to mention, and as superior to anything of the kind of the past as the family to be Improved is superior to. the fam»* ily of the past * The family, of the present from which the: family of the future w ill spring is one with an Intelligent outlook, ready f or undertakings, M tter educated," more expe­ rienced, end more able than those that have preceded it* Its faults are those of vitality, neglected intelligence, and ability* , 1 0

Resources at hand for teaching the fasti* ly of the future are superior schools, evening, schools, con* tinuation schools, extension study, libraries, and nursery schools, newspapers, magazines, telephones, telegraphs, the ra d io , the m ovie, and the cable w ill b rin g i t in to communi­ cation with the world. Railroads, automobiles, airships# 0- cean liners, trolleys, sad auto camps w ill open the way to travel and the intellectual and recreational benefits it pro­ vides. There w ill be summer camps, summer resorts, clubs, . sports, the radio, the movie, imti the talkie to aid in learn­ ing end in spending leisure time worthily. The family of today end those that w ill follow it to usher in the family of the future will be easy to reach, to teach# and to improve. Education need only to show the way and to use: the means et hand to make of the hone an agency of great strength,in the improvement of the race. The Social Basis Of The Coning Family.-A program for improving the race through the family calls for intelligent action and purposeful planning on the part of so­ ciety. While the home works with the children society must work for the parents. If parents are to undertake the diffi­ cult task of improving the race, society must help end not hamper the undertaking. Both parents must share in the work end both must be equipped for it. The sexes must stand on an equal footing in such matters as education, ^vocational'-.'op­ portunities,'.political privileges, economic worth, and stan- 1 1 fisrfiB of conduct, : ; ’’The .evolution of a spiritualised family - "based not on economic necessity but on ae®- thetie,' idealistic, spiritual values and loy­ a lt ie s " 9 w ill require social aid in the matter of preparation for vo­ cation* Vocational preparation must be accompanied by voca­ tional placement and an opportunity to make a "living in order that a ll fit young people may marry and become parents at an appropriate age* ' / j -- ; ■ • v Instruetitm regarding se% relations la in­ dispensable* Education in the two fields of vocation end sex relations w ill, or should; care for and eliminate the social evil and its attendant diseases* Oversight of expectant and actual mothers covering scientific attention and assistance in the birth and care of children, and instruction and as­ sistance in matters of birth control r/ill be necessary* The question of divorce and its relation to mistaken matings w ill need regulation* Where possible divorces should T>e denied* Where the best interests of parents, children, and community are involved provision should be made for divorce* . : Families w ill need to be assisted in ob­ ta in in g homes th at may be in h e rited by ^children when desired* Home ownership w ill influence family stability and promote thrift* Every child mist share-with all children all social

Calhoun, Arthur W, Social History of the African Family From Colonial Times to the Present. Volume III, Since the Civil War, p. 327* . 1 2 end educational opportunities. Continual education in “hygienic, aesthetic, and stimulating sur­ roundings in home, school, and social cen­ ter* should be provided for both old and young. Young people aunt be so instructed in regard to rarriage that they will appreciate its relation to and its influence upon the future of the race. Finally, . Ha thoroughgoing eugenics enforced at the out­ set by legislation and by public opinion* i 1 should guarantee the success of parents in their efforts in the interests of the race* The unfit must be weeded out of society and the fit must be taught to multiply wisely. The Family And The School The Function Of The School.-Education is as broad as life and the experiences that educate are found in situations other than those of the school, but the school is systematic and the experiences it employs for education are selected, graded, and organized. Experiences that are useful to life are provided in the order in which they are moot profitable. They are given in their simple,.essential form, repeated to the point of intelligent adjustment, and are not needlessly duplicated. The school is a time and la­ bor saving device. It is evident that its efforts should be devoted to the whole range of life activities. "The duties of citizenship, the choice of a

10 Calhoun. Arthur W.. lo c .c it., p. 327. 11 Calhoun,' Arthur V»\ , o]3. c it. . p. 326. 1 3

life rate, the reering of children, the se- _ lection of clothing,,and the enjoyment of leisure* - ! ere all fit educative experiences to be offered in the school. Social Changes That Demand The At- tion Of The School.**!!thin the past:few de» cedes changes have taken piece in American life profoundly affecting the activities of the individual. As a citizen he must to a ; . greater extent and a more direct way cope, with problems of community life, state and national governments, and international relationships. As a worker he im»st adjust hinoelf to .a more complex economic order. As a relatively in­ dependent personality he has more leisure. • The problems arising from these three dominant phases of life are closely interrelated and coll for: tivdegree of intelligence and effi­ ciency on the part of every citizen that can­ not be secured through elementary education- alone, or even through secondary education un­ less the scope of that education be broadened. The responsibility of the secondary school is still further increased because many social agencies other than the school afford less stimulus for education than heretofore. In many vocations there have come such signifi­ cant changes as the substitution of the fac­ tory system for the domestic system of indus­ try; the use of machinery in the place of man- . ual labor; the high specialization of process- . es with a corresponding subdivision of labor; and the breakdown of the apprentice system," 13 The Objectives Of Education.-In the re­ port of the Commission on. Reorganization of Secondary Edu­ cation, from which the foregoing selection is taken, the Com­ mission lists as the immediate objectives of education health, command of fundamental processes, vocation, citizenship,

.. 12 E eters, C.C. , o&. c i& ., p. 42...... 13 Commission on Reorganization of Secondary Education. “Cardinal Principles of Secondary Education.M United States Bureau of Education Bulletin, 1918, Ho. 35, p. 7.-8 ; 1 4

■?/orthy'uue of le is u r e , e t h ic a l ch aracter, and worthy home memberahip. The objective of worthy home membership is di­ rected specifically towerd the family. "Worthy home membership as an o b jectiv e c a lls for the development of those qualities that .make the individual e worthy member of a family, both contributing to and deriving : benefit from that membership. This objective applies to both boys and girls. The social studies should deal with the home as a funda­ mental social institution and clarify its relation to the wider interests outside. Literature should interpret and idealize the human elements that go to make 2 home, liu- eic and art should result in more beautiful homes and in greater joy th e r e in . The ccedu­ cat ions 1 school with a faculty of men and women should, in its organization and its ac­ tivities, exemplify wholesome relations be­ tween boys and g ir ls and men and women. 1 Home membership as an ob­ jective should not be thought of solely with - reference to future duties. These are better guaranteed if the school helps the pupil to take the right attitude toward present home responsibilities, and interprets to him the contribution of the home to his development.* The Attainment Of Home Ideals.-The out­ comes of education are knowledge, habits and sk ills, ideals, attitudes, motives, appreciations, and mental techniques. "Ideals are ideas or groups of ideas to which are attached strong feeling and a pronounced tendency to action.” • Their attainment is not independent of subject matter nor teaching. They should be given an important place in in­ struction. We must know the ideals to be cultivated, the

14 Commission on Reorganisation "of Secondary Education, on. c it.. p. 12. tLd Douglass, Aubrey A. Secondary Education. ,p. 340. p e tit i ty <,n(l o-:t vitic* , >n iv’ileh their dovel pzaent depends, end provide srtustionB for their preot 1 c . TdeaTrs ere per- 9istent end provide the motive a for conduct-the disposition to set when authority is removed# It he s he mi proved that Ideals can he taught* The cultivation of the ideals of re­ spect for and obedience to parents, tolerance toiserd a ll ment- hers of th-~ family, end a Tilling c script ion of heme duties depends as much upon instruction as do<>e any of the specific objectives of worthy home membership# 1* Xhovledge of tv'e social importance of the 8» Knowledge of tie duties of parenthood* ?• Plsposltion to participate in the affrira of the fsraily of which one is o member. 4* Knowledge of food end clothing values. 5* Ability to budget income to effect saving. 6* essoiishle skill in cooking, sewing, and other home duties (girls)• 7* Skill in mechanical processes In upkeep of home (b oya). Value )f The :atlm: Instinct*-The mating instinct is fundamental. It has produced the race and in­ spired all social Improvement* Physical and mental health end normal social development ere conditioned by its healthy functioning* This takes i Irce in intelligently planned and c one mooted marriage and not in promiscuous sc# contacts. It is based upon the right understanding of the importance of marriage, its obligations, and its benefits* It is a part of a well ordered life that embraces a satisfying occupation. 13

f: i» ads, cf ^er orient hon , and randly re la tlouahlpd. Tha fj-xxr'-g??5.of th e ns ting instinct is

"both a psychical f>nd 8 phjelcel act* As p psyohjcal act it develops ell the fine character traits of kindness, consider­ ation, affection, and benevolence* Conduct inspired "by these traits expresses itself in oil social relations as well as in the home. Ar a p h y s ic a l cot I t b a la n c e s the bodily functions, relieves physical tension end, moot important of a ll, con­ tinues the existence of the race, "lien the mating instinct expires, inemmity will expire with it. Present s o c ia l condi­ tio n s threaten precisely this* Young people are not arsisted to marry at the proper aceson, secure homeB, tnd undertake the Important privilege of rearing children. TTor are they instructed in thr- important duty of coring for children dur­ ing their emrly y e p re . Education, one >f whose aims i s ro c ta l welfare, leaves t chance agencies the marriages of young people; and to their own unenlightened efforts the laying of the foundation of mental and p'tyeical h ea lth of the members of society over whose welfare it is concerned. ] duoetion Also fails to utilize the possibilities for character train­ ing that reside in instruction in sex ethics and marriage re* latlonehipa to attain its second aim of individual improve­ ment. This condition of affairs brings us to the educational problem unde, lying this study-on answer to 17

Lit, question: $She 11 educetlsn recognize en evolving fciuily institution? Shell society see to it that every individuttl is equipped for the dis­ charge of those responsibilities which he as­ sume- when he enters into the fcrdly rela­ tions, responsibilities wliich cannot without dissdTnnt* ge be delegated cither directly or indirectly to the group?11 16 r e la tio n Of The School To The Home. -The school i s an extension of the home where the children of in­ dividual families are grouped for teaching. It shares the parent’s responsibility for his children* It is not an in­ s t it u t io n of i t s own crea tio n th at demands and r e c e iv e s pa­ r e n ta l a u th o rity and r ig h t s , and p u b lic fu n c tio n s. I t i s an institution established and maintained by the family to en­ able it to discharge its duty to its children. The teacher stands in place of the parent in her relatione to her pupils and is supported in her work by the delegated authority of the parent. Any program for race improvement canot ignore the school nor overlook the teacher. This fact raises the question whether the school merely hears lessens and teaches subjects end subject matter, or shares in the formation of character and the integration of personality, the develop­ ment of correct home ideals, end preparation for parenthood# The answer to this question is to be found in an experimental study of t:.c nature of character begun in September, 1924, by the Character Education Inquiry

16 hepmen mid Counts, brineivies of hducetion. p. 207-08 In cr dt02 5 1 ;'. -n x.-ith. the Institute of lociol end Religious Re- eeerch at meac!herB C o lleg e, C oltn tp Friveraity« The ori­ gin of this nttidy, ito ecope, enc i#-t>iods of inv* otigation, and its results ore the topics of disem-si cn in chapter txvo T/ilich f o i l 0^:3. CHAPTER.II

THE UATOKE OF CIIARACTI5R ■ An Experimental Study Of Character

Origin Of The Experiment,-In 1922 tiiree requests for funds to carry on investigations xvere rede to the Institute of Social and Religious Kesearch* The first request for funds was made in May, 1922, by the Religious Education Association for the purpose of studying how reli­ gion was being taught to young people and with what effect. The second request for funds was made in October, 1922, by the Committee on Ourricultm of the International Lessons Com­ mittee for the purpose of making a critical study of curricu­ lum material* The third request was made in November, 1922, by the Bureau of Research Service of the International Coun­ cil of Religious Education for the purpose of carrying on in­ vestigations in the field of religious education. In response to these three requests for funds the Institute of Social and Religious Research called a conference of twelve specialists in religious and general education and in psychology which assembled in Hew York Janu­ ary 6, 1923, under the chairmanship of the late Ernest D. Bur-

19 2 0 ton* This conference made the following recommendations: I. Study the actual experiences of children which hare moral and religious significance and the effects for periods of time of the moral and religious influences to which children, youths, and adults have "been ex- ■ posed* '" - ; : . % 2* Apply tlto objective methods of the laboratory to the measurement of conduct under controlled conditions# 3* Engage one or more f u l l time in v e s tig a to r s and a sso ­ ciate with them advisers and assistants. 4* Seemre’collaboration by various institutions and groups* 5* Make the results of the study available in both tech­ nical and popular form* In the spring of 1924 Teachers College, Columbia University, agreed to undertake the project "as an inquiry into character education with special reference to religious education* and it was placed under the immediate supervision of Irofessor Edward X# Thorndike as Director of the Division of Psychology of the Institute of Educational • Research* Dr* Hugh Hartshorn©, Professor of Religious Edu­ cation of the University of Southern California, and Dr. Dark A. ^ y. Professor of Psychology at Syracuse university, were engaged as co-directors and appointed to the staff of Colum­ bia University* The University and the Institute of Social and Religious Research appointed the following group of ad­ visers for the investigators:

I. E rnest D. Burton 5 . ISary R. Ely-Hr s .B , W. Lyman 2* Otis W. Caldwell 6 . E* M^cris Ferguson 3. George A. Coe 7. Galen M. Fisher 4. Harrison E lliott 8. Edward L. Thorndike 9. Luther A* Weigle 21

Upon the death of President Burton, Professor Paul Monroe was asked to take his place* Pive yearsj covering the period 1924-1929, were devoted to the study* funds being supplied "by the Insti­ tute of Social and Religious Research* Scone and Method Of Investigation*«*The ob­ ject of the study was the social behavior of children in re­ lation, on the one hand, to the ideas, purposes, motives, and attitudes entertained by the individual; and, on the other, in relation to the group life within which the observed and tested behavior takes place, including both the systems - of behavior or customs of the group and its codes, ideals, and purposes. The study dealt with the intellectual factors- content and skill; dynamic factars-desires, opinions, atti­ tudes and motives; end the performance factors-soctal beha­ vior-of social character and the relation of these factors to each other and to social self integration* The plan of the study was organized to in clu d es ( 1* A primary study: The development of a large body of highly standardized test material for the measure­ ment of a wide variety of achievement in the field of morals and religioni classified as follows; a; Tests of knowledge and sk ill b* Tests of attitudesi opinionsi and mo­ t iv e s ■ : . .. " o; Tests of conduct , . . di Tests of self-control 2* Three secondary studies bosed on-the data collect- 22

. ed. through-, the primary studyt . a* The interaction of conducts,, knowledge, attitudes, and opinions among them- : / selves-the problem of traits» . , The .‘bitildgieal and social concomitants of conducts, knowledge, attitudes, etc.- r the. prcfhlem of cause and significance* c* The results of current educational techniques purporting to develop char- h meter or certain habits and ideas-the problem of efficiency* The co-directors produced from their experimental work moral knowledge tests, an attitude test, and conduct tests* The conduct tests include twenty-three deception tests, five ser­ vice tests, four inhibition tests, and five persistence tests. The criteria by which the tests were validated were reputa­ tion, character portraits, children*a ability to work cooper­ atively* and consistency among the statistical findings. These tests should be useful in future investigations of char­ acter* Results Of The Study*-An account of the experiment has been published in three volumes* Volume I, Studies in Deceit, was issued in 1928* Volume II, Studies in Service and Self Control, appeared in 1929* Volume III, Studies in the Organization of Character, was published in 1930* The work was completed in 1929 and summarized and re­ ported in the September and October issue of Religious Edu­ cation of 1930, Erom the findings of the studies in de- 23

celt, service, and self control bearing upon the intea'corre- lationo of conducts, knowledge, attitudes, and opinions, i'rse Hartshorne and Hay formulated a doctrine of specificity which maintains that a child's conduct in any situation is deter­ mined more by the circumstances that attend the situation than . by any mysterious entity residing within the child. Three things or the factors which determine a child's actions in any situation are the nature of the situation, what he hos al­ ready learned in similar situations, and his understanding of the meaning of his behavior. Of these three factors the na­ ture of the situation is the strongest. This theory of speci­ ficity applies also to ideals and attitudes. Implications Of The Data Of The Study.- These data show also that there are no specific relations be­ tween moral knowledge and conduct, only general relations that are due to group morale. They show no connection between age and growth of character. They show a high correlation between intelligence and moral knowledge. Significant se% differences that favor the girls were found in service, moral knowledge, attitudes, and opinions. From these data the co-directors also perceived and stated the following implications: 1. ’.That is to be learned must be experienced 2. Y/hat is to be experienced must be represented in the situations to which children are exposed. 3. If what is to be learned is some form of conduct or mode of adjustment, then the situations to which children are to be exposed must be opportunities to pursue interests which lead to the conduct to be 2 4

learned* 4. This conduct must "be carried on in relation to the particular situations to which it is the preferred mode of.response. 5. A common and.potent factor, in such situations is the established practice and code of the group which by coloring the situation may either hinder or assist the acquisition of desirable responses on the part of i t s members. 6. If standards and ideals, whether already in the pos­ session of the group or not, are to function as con­ t r o llin g fa c to r s they must become a port of the s i t ­ uation to which the child responds and assist in the achievement of satisfactory modes of adjustment to those aspects of the situation which are independent of these standards and ideals-they must be tools ra­ ther than objects of esthetic appreciation* 7. The achievement of specific standards, attitudes, and modes of conduct does not imply their integra­ tion. Integration is itself a specific achievement. The work of the Character Education Inqui­ ry that contributes directly to the solution of the problem of this thesis is contained in Volume III, Studies in the Or­ ganization of Character. The educational implications its co-directors find for forming character are set forth in the following quotation: "If we might venture a general statement con­ cerning the nature of character as it is ac­ tually found to exist in most children eight to fifteen years of age, it would be that mo­ ral habits are specifically related to moral situations through the medium of non-moral experiences. Specific actions may be pre­ dicted within narrow ranges of situations on the basis of particular experiences, quite without reference to general concepts as or­ ganizing factors. Specific actions over wide ranges of situations cannot be predicted from knowledge of conduct in one type of situation since these varied situations are not bound 2 8

together by any prepotent concept which ell* cits from them all a common resp on se...... The quality of every act is thus found from its contribution to the life of the group, and the organization of these acts into a consistent self is achieved not through a process of self exploitation but through a process of social idealization by which situations, otherwise in conflict, are subsumed wider some one concomitant: which through intelligently directed experience be­ comes potent to control conduct...... It is of considerable importance that such consistency of character as pupils have achieved is the product of experience preced­ ing the fifth grade in school and does not materially increase as they move up through the eight. It would seem to be implied that radical changes were called for in our pre­ vailing methods of character education".. .. Desired changes are discussed in the following continuation of this quotations "C ontradictory demands made upon the c h ild by the varied situations in which he is re­ sponsible to adults not only prevent the or­ ganization of a consistent character, but ac­ tually compel inconsistency as the price of peace and s e l f r e sp e c t. There is a consequent dilemma for those who v;ish to control behavior by means of ab­ stract ideals-such control can apparently bo achieved only at the expense of satisfactory adjustment to existing groups and the normal growth of personality dependent thereon. nevertheless the dilemma must b® faced if character, education is to be anything more than the building of specific behavior habits in specific situations with the stan­ dard of criticism located in personal happi­ n ess rath er than in p erson al and s o c ia l growth. - Two conclusions follow: The first re­ lates to the educational control of circum­ stances. Integration may be achieved if unified demands are made by the child*s.en- ...... vironment. This implies a controlled envi­ ronment, which in turn looks toward a twen­ ty-four hour school, experience with such an environment would lead naturally to a 26

corresponding unity of character if vro con- oelTev®fi:unity ea external consistency* If such integration, however, were conditioned. - solely hy external circumstance®, it would.. hardly serve for guidancel when the childv.waa removed from the shelter of the school. There 1b introduced, therefore, the sec­ ond conclusion. This relates to the building of a functioning ideal for society which may serve at once as a principle of unified or consistent response end as a principle of Botisfaetory social adjustment. Such a policy or principle must, therefor®, he derived from the inherent nature of social life and growth as experienced "by the child himself. It roust hot only be scientifically sound in the sense that it presents a workable theory of life , it must" also emerge in the minds of the children through their own guided experiments‘.in".' livin g. It can hardly be expected that most, chil­ dren can be taught to be reoponslve to social ideals unsupported by group code and morale. • '^hen the individual is mod® the unit of eduea- tic^ial effort, he is so abstracted from life situations as to become more end more of a prig in proportion as his teachers succeed with : him and more and. more the v ic tim of a disorgan­ ized and detached mind invproportion as they fa il. The normal unit for character education is the group or small community which provides through cooperative discussion and effort the moral support required for the adventurous dis- c overy and effective -use of ideals in the c on- duct of affairs** ^ Data from the third secondary1study-the results of current educational techniques purporting to de­ velop character or certain ideals and habits, or the problem of efficiency- are the basis for the conclusions of the co­ directors in regard to the present status of character educa­ tion set forth in the following quotation: 17

17 Hartshorn®* Hugh, and Hay, Sark A. * Summary, of the Work of the Character Jlduoation Inquiry*. Religious Bducation. 25: 754-62, October, 1930. 2 7

"There is little evidence that effectively or­ ganized moral education has;, been, taking place* There.ic abundant evidence, however, tlMt chil­ dren itoye been acquiring habits which are im­ portant for character. The picture of American childhood-which our. report presents is far from discouraging...... But what they are at pre­ sent learning of self control, as also of ser­ vice and honesty, is largely a matter of acci­ dent. Peculiarities of home, church, school, Sunday school, teacher, club leader, and every­ thing else that deliberately attempts to influ­ ence the child work upon him by divers means and with divers results. Anarchy in the lead­ ership of moral education is not likely to pro­ duce order in the character of the child. At all events, such leadership as we have in typi- . . . cally American.eornunities. has .not resulted in organized conduct.* 1° Principles Deduced Prom Study To Be Used For Guidance In Character Development.-This study is authen­ tic and constitutes-the only study of any magnitude in the field of character education* It should serve for the deduc­ tion of the following principles for guidance in developing ch aracter: li Correct behavior can be taught. 2. In teaching behavior opportunities to pursue inter­ ests that lead to the behavior to be learned mat be provided. 3. These opportunities must be adjusted to the various types of.behavior,to be taught.. 4. Standards and ideals of behavior accepted or to be de­ sired by society must be used in teaching behavior.

S. Consistent behavior is the pr oduct of purposeful teach­ in g . .18 Hartshorne, Hugh, and -Lay, Bark A. Studies in the Ma­ ture of Character. Vol. II, Studies in Service and Sell-Con­ trol. p. 453. ! " 2 8

6* Integration °f "beiiaviar ean be achieved "by building v/ithin: the mind of each individual child a concept of a socially ideal person that will serve to unify his own conduct and adjust him to society•

7. The community is the normal unit in which to build a concept of a socially ideal person. 8; Responsibility for character education must be de­ finitely placed.

Principle number one is inferred from'the

: ' ; . ' . * : ■ .. . . - .. ■ , ..: .. . :. ■ ■ . ' doctrine of specificity; Of the three factors that this doc­ trine maintains determine behavior neither the situation nor what has been learned in sim ilar situations can be completely controlled; Awareness of the implications of behavior; how­ ever; can be controlled through education* As for principle two; daily life and environment provide countless opportuni­ ties to pursue interests that lead to good behavior. Inter­ est serves as incentive, and learning motivated by interest becomes intrinsic; worth something in itself and for future, learning; Principle number three arises from the education­ al theory that learning should take place whenever possible in its natural setting; Principle number four is based upon the theory of the conditioned reflex where through a process of association one stimulus may be substituted- for another.

Repeated association of an ideal during the proces of devel­ opment of any mode of conduct or behavior w ill establish it as a stimulus to that type of conduct or behavior in other settings* Principle number five rests upon the laws of ex­ ercise and effect. Principle number six has its origin in the definition of a concept: an aggregate of experiences 2 9 or phases of experience so organised in one 1 b mind that the presence to thought of any one of them tends to call up an . expectation of the others* A concept of a socially ideal per• son w ill he the product of all character training-developing traits, forming hahita, and creating desires for traits or i- deals of conduct* The law of association w ill function so that such a concept w ill unify individual behavior and assist - in social adjustment* Principle number seven, like principle three, arises from the educatimiQl theory, tliat learning: should take place whenever possible in its natural setting* The fami* liar and true saying that everybody's business is nobody's business is a valid basis for principle number eight*

From the foregoing discussion of the na­ ture of character, it is clear that the poinis of attack in a program for character education are the situation, what is learned in any situation, and a child's awareness of the sig­ nificance of his behavior* The first two factors are insepa­ rable from the environment and do not lend themselves to com­ plete control. The third factor, however, can be controlled and cultivated to a strength much greater then that posessed by either the situation or what is learned in any situation through a process of education whose.purpose is to build up a concept of a socially ideal person.

Y/e cannot answer the question whether the

school shares in the formation of character and the integra­

tion. of personality, the development of correct home ideals. 3 0 and preparation for parenthood until we outline the process of "building a functioning ideal for society and examine the equipment of the school for assisting in its building-topics of discussion in the next chapter. .... CHAPTER I I I

BUILDIHG A FUHCTI0ITI2TG SOCIAL HEAL OR DEVELOPING CHARACTER Character Building

The Process.-Building up a concept of a socially ideal person in the minds of children to he used hy them both in achieving a consistent character and ao a guide to social adjustment involves the entire process of develop­ ing character* A concept of a socially ideal person is the product of an infinite number of associations, each charged with feeling, any one of which may serve in many situations as a stimulus to correct behavior* Such a concept must be built up within the community which becomes a second col­ lection of stimuli to serve, along with the concept of a socially ideal person, as a control for consistent behavior*

The iSa ter ills* -With the nature of char­ acter explained and the principles that underlie its devel­

opment stated, the m aterials to be used in developing char­ acter must be ascertained* The raw m aterials of character are the original tendencies of human beings and the forces

of their environment.. The original tendencies are the sen­

sory capacities-attention> bodily control, eating, habita- 3 2 tion, huaen intercourse» Batiafeoticm, disccmfort, vocaliza­ tion, manipulation, visual exploration, the emotions, learn­ ing, and remembering# These tendencies are active and not necessarily evil. Children have a rich endowment of tenden­ cies toward good, wholesome, social, and valuable behavior patterns constantly pressing for expression in performance.

The forcea,of the environment constitute the situations children meet in daily life such as learning lessons, receiving gifts, and being punished, and such so­ cial institutions by which their lives are guided* Children must learn to adjust themselves to these situations and so­ cial institutions. They react or conduct themselves in some way toward them. They may learn the lesson* refuse the g ift,

submit to punishment, and attend church, school, and places

of amusement. The first reactions of children are the o- riginal tendencies. These become modified by growth and ex­ perience. Change or growth occurs when children make reac­

tions to the situstione in which they at any moment find

themselves. These situations of daily life are, therefore,

the points at which character development takes place#

Children are able also to set up ends

or purposes of conduct and to apply traits such as persis­

tence and independence to control situations. The result­

ing reset ions are called trait actions. If they are re­

peated frequently in the same situation they become habits.

All this organization of ends, traits, tendencies, and re­ 3 3 actions must "be accomplished through the emotions end/be but-* charged with feeling* Character development rests upon these original tendencies, forcea in the environment, projected ends and purposes, traits, trait actions,and hahits* These are the row m aterials to he Md© use of in shaping correct and consistent behavior*

The School's Epnipeent For Developing Character

of the school curriculum,abounds in m aterial for character development. Teachers of social science w ill find in their field opportunity to bring heme to children that the conduct

of present members of society determines the fortune of those

of the future and decides whether society is to become bet*

ter or worse; to enable children to understand that freedom means to share in the improvement of life , and that equality means to accept the best that each of us can do; and to de­ velop in children respect for superiority through presenta­

tion of the historical contributions of gifted pereone and

other nations.

Literature interprets life. The people who act in its pages are living out the answers to questions

of moral conduct. They demonstrate the value of honesty,

chastity, and charity. Punishment that follows wrong doing

is pictured vividly and leaves a lasting impression. The

people of fiction inspire emulation, or furnish warnings a*

gainst im itation. Through literature children cultivate a 3 4 taste fo r; eleen htmore The men end women of biography act as guides to correct condwt and serve as stim uli to endeavor#

Literature supplies answers to questions' such as these?

1# Jhat are the soundest standards of success or failure? r ,2# Shat objects in life are most worth while? .

3# What a r e th e c o n se q u e n c e s i n o u r - own l i v e s an d i n . the lives of othera which reach beyond the obvious immediate end of our endeavors?

4* What are the personal difficulties in the way of the noblest behavior?

5* How can these obstacles be overcome?

The moral values of foreign languages are similar to those of literature* In addition foreign lan­ guages develop respect for superiority by pointing out the unique contributions to perfecting the general type of each n a t i o n # .

English composition trains in self analy­ sis* It forces recognition of one’s deficiencea in under­ standing and of one's lack of information# It demands effort to arrive at truth and accuracy, and to make unbiased judg­ ments and im partial statements* It demands openmindedness*

We may not make false statements in conveying information to

others, so we are required to consider the convictions of

others, to evaluate them, and to accept them purely on a ba­ sis of worth# The student of English composition should be

trained to see things from the viewpoint of others# Tol­ erance, a sense of fairness, and respect for the rights of • 3 5 others grow out of the exercise of the imagination in c onsid- ering the attitudes of others*

In the field of household arts physical well being, comfort, refinement, and beauty should all be val­ ued in the light of their contribution to the growth of char­ acter both in the parents and the children* A good teacher of household arts has valuable m aterial for developing ethical character* Study can bring out the part the family has played in developing industry, government, and religion; how marriage develops chareoter; and how the home develops attitudes* It should be shown how eom ercialized recreation and city life affect the practices of the family for better or worse* The duties of the consumer toward industry and mempleyoent should be emphasized* The true meaning of extravagance and th rift must be made clear* The value and importance of sex hygiene and self, control should be stressed*

Moral values of the natural sciences are numerous* Human welfare is bound up with knowledge. Health, industry, homemaking, and social intercourse in war and in peace have a ll been affected by science!a increasing knowl­ edge of the physical order* : Teachers must make the moat of their opportunities in this field to stress the debt of the present to the past; to insure recognition to the heroes of peace who have made lasting coritrlbutione to the common heri­

tage* Respect for law should result from a study of the nat­ ural sciences. Recognition of man’s superiority over animals 3(5 by his power to control hie inatineta, to res a on ^ and Ms w ill to act should also result from the study of the natural sciencea.

The study should also develop the qualities of accuracy, caution* and fairness.

Mathematics is a means for teaching the i- deels of persistence, respect for authority, and service. The biographies of the metheme ticians w ill show the patient, per­ sistent work behind a ll mathematical theory and practice. To take from everyday life the ability and means for reckoning would set civilization back a tremendous distance in the past#

Our inheritance of the ten Arabic numerals from mathematicians of the past can be used by itself to teach many lessons for developing the traits of industry, persistence and, most of all, service# ■ ... , • :

The art studies supply the m aterials for developing that aide of character that has to do with the use of leisure. They contribute the groundwork for developing i- deals in this field. Such studies make Immediate contribu­ tions to personal growth and, in time, may lead to the pro­ ductive use of leisure in seme one field#

Fundamental to character is health# Con­ sequently, all those subjects and activities of the curriou- lum which result in the acquisition of health knowledge and in the formation of health habits and ideals are worth much for character development# Anatomy, biology, and physiology are the sources of information to gain health knowledges hy- 37

giene io t!'.e source of guidance in forming health habits; and all the health studies are sources of instruction for forming

health ideals. Physical education and athletics are' of par­

ticular value for developing ideals of"teamwork and sports­ manship* From the health studies children should secure i- -

deals of personal and environmental cleanliness, physical

soundness and strength, physical activity, end health obli­

gations. . ' l'. '' . : - ■; -

: : The Teaching Staff*-The subjects of the

curriculum yield their character forming values only through

the skill and activity of the teacher* It is he who inspires

the student with zeal for study, reveals the treasures of each

subject, and guides developing interests into good channels.

The teacher also serves as a model to young people:in such

matters as drees, manners, scholarship, work, conduct, rela­ tions v;ith the opposite sex, and in religious and social prac­

tices. Young people appropriate the teacher’s views, prejudices,

and ideals. Influence over the young coupled with authority and

command of the subject matter of the curriculum make of teachers

most effective instruments for forming character. Teachers

are in a position to point out worthy ideals in each social

field, to provide situations for practicing ideals, and trait

actions for developing them. Each teacher sets a daily liv­

ing example to his students. He exhibits a formed and inte­

grated character for their imitation or disapproval, when

his character is good and approved of, his moral or charac- 3 8 ter forming values equal those of all the other character ; building forces of the school combined. ; _ - <

; I'xtre Curricular Activities*-Social or e:i- tra curricular activities furnish an ideal practice field for character formation. The lessons of science, physical educa­ tion, household arts, language, literature, composition, and , art are mastered, interpreted, and given a chance to function in children’s everyday life and in group interests v/hen pupils participate in these activities. \

: Indirectly through the assembly Ideals of cooperation and respect.for authority are learned# Par­ ticipation in assembly programs,develops ideals of resonsibil- ity and of industry. The clubs-airplane, a rt, camera, health, history, Latin, French,mathematics, science, travel, and music-possess the some character forming possibilities that are possessed by the school subjects they represent# Drama­

tics is an avenue for presenting desirable ideals, and school publications an avenue for giving expression to ideals# I-

deals of sportsmanship and self reliance ere acquired in de­ bating societies# Participation in athletics develops ideals

of loyalty, tolerance, fair play,:and sportsmanship# Ideals

of courtesy and good manners are developed ..through parties and

dances. IdeaIs of honesty develop through handling student

body funds, and ideals of scholarship grow out of membership in honor societies# : . .

Where the school is organized on a demo- 3 9 cratic basis and students are permitted to sham in school government the prooeas of character development is furthered*

Through the student council the students learn to be respon­

sible for assemblies, school publications, sanitation, schol­ arships, the book exchange, publicity, social welfare, the library, finance, manners and conduct, and student discipline*

Such participation in school government develops capacity for leadership and trains in obedience to accepted authority* It provides channels for the exercise of special appitudes and

trains children to realize and accept responsibility* It is

an exceptionally good method for developing the moral judg» m ent-ability to know what is right in any given situation-and moral im agination-ability to picture vividly.the good or evil

consequences to self and others of any type of behavior*

A Character Code.-A character code does

not mean a list of traits to he used in developing character.

It means the collection of the ideals of conduct held by the

race* In the same way that a program :of -studies presents .

to students fields of.learning from which to select, a char­

acter code presents to individuals ideals of conduct from

which to choose. It represents what is right in conduct.

The Bible is the great character code embodying the ideals

of our- race♦ The beautiful Hebrew poetry found in Job teaches

us patience. The proverbs of Solomon teach.us wisdom and

m orality, the Isiliaa of David reverence, the Ecclesiastics interpret life , and the Canticles explain love. Among' the 4 0

laws of the Hebrew pe ople as set forth "by Eosss end the iroph*

cts, and Christ and llia disciples, are important ones relating

to morality; to the family, to personal rights; to human®

treatment"of animals, and to.kindneaa- ' to others that we now enforce* The ideals of conduct found in the Bible are a fi­ nal court of appeal* They command the assent of tte prevail­

ing masses of the people* They are simple enough to be

giasped by children as soon as they begin to apply in telli­

gence to the problems of conduct* They provide an immense

opportunity for moral advance*

The school laws of all but a few of the

states appreciate the value of the Bible in character devel­

opment* Table II following, contains data collected from

the school laws of the various states. These data show that

eleven states and the D istrict of Columbia require Bible read­

ing, six states specifically permit Bible reading, and twen­

ty states do not prohibit Bible reading in the schools. Ta­

ble III, also containing data collected from the school laws

of the various states, shows that nineteen states require

moral teaching in the public schools and eleven states re­

quire the teaching of humane treatment to animals* One

state requires the teaching of obedience to parents, and one

state requires the teaching of respect for parents*

The recency of enactment of some of these

laws, indicated in the tables, is proof of the interest being

taken in character development and the recognition of the Bi­ 4 1 ble oi3 a source of clieractcr teaching and training m ateriel.

In Table IV e re listed sOventy-cme'positive traito of char­ acter and the corresponding negative tra its, styled by the ■ J ; John A« Dickson Publishing Corneanyin their I7ew Indexed B ible, from which the list is taken* the positive and negative pow­ ers of ilife. Of the positive powers or traits they says

; ^Positive powers build that grand structure : ' .we call Glmracters they purify, atrengthen, . : and fortify# 'niey keep one spotless and . free from the effecta of wrong doing, free ~ ; even from*the appearance of evil." -19

The list:of traits is interesting from the point of view of their nvasber and the fact that they are found an. topics of discussion-in the Bible. : \

- 19 The John A. Dickson Publishing Co.#. Hew Indexed Bi- ble^p. xoxvii. . ; . : • 4 2

TJffiHt I I 20 BIBIE BEADIHG IH THE PUBLIC SCHOOLS 20

D ate S t a t e s r e ­ D ate States per­ D ate States permit­ o f quiring Bi­ o f m itting Bi­ o f ting Bible s c h o o l b l e r e a d ­ s c h o o l b l e r e a d ­ s c h o o l reading under law in g law in g law general terms of law or si­ le n c e

1924 Alabama 1923 Indiana 1923 A rk a n sa s 1929 D elaw are 1929 Iowa 1927 C o lo ra d o 1925 F l o r id a 1927 K an sas 1927 Cooneaticut 1928 G eo rg ia 1927 Hcrth Dakota 1927 M ary lan d 1927 Id a h o 1920 Oklahoma 1927 M is s o u ri 1920 K en tu ck y 1930 Mississippi 1929 M ontana 1923 M aine ' 1928 H ebraska 1927 Maasaohusetti 1929 Hew Hampshire 1925 Hew J e r s e y 1929 north Carolina 1929 Pennsylvania 1928 CM© 1925 Tennessee 1927 O regon 1923 D istrict of 1923 Rhode Island C olum bia 1929 South Carolina 1929 T exas 1929 Verm ont 1928 V ir g in ia , 1921 Vest Virginia 1927 M ich ig an 1927 M in n e so ta 1930 M iaaiaaisri

20 Eaeaecker.^ird ¥• "I«gal Status of Bible Reading and Religious Instruction in Public Schools11, United States Bureau of Education B ulletin. 1050. Ho* 14* p* 4-5* 45

TABLE I I I 21 21 PROVISION FOR CHARACTER BDOCATIOH IB SOMS OF THE STATES

D ate . S t a t e s r e ­ D ate S t a t e s r e ­ D ate States making- o f quiring mor­ o f quiring hu­ o f other require­ s c h o o l a l : t r a i n ­ s c h o o l mane educa­ s c h o o l m en ts la w i n g _____ low t i o n law :

1923 A rk a n sa s 1925 Alabama 1920 North Carolina 1923 C a li f o r n ia 1925 F lo r id a requires the 1928 I l l i n o i s 1928 Illinois teaching of 1927 Massachusetts 1926 Kentucky obedience to 1927 Minnesota 1920 Lousiana parents 1930 M ississippi 1926 M ich ig an 1929 Mem ta n a 1927 North Dakota 1927 Nebraska - . 1929 New Y ork 1928 New M exico 1927 (k eg o n 1927 Nebraska re­ 1920 North Caro-: 1929 Pennsylvania q u ir e s th e l i n e 1929 Texa s teaching of 1927 North Dakota ' ' respect for 1929 Oklahoma parents 1927 Oregon 1923 Rhode Island 1929 Sjuth Caro­ l i n a 1929 U tah ' 7 . ... . •*. U 1929 Vermont i K ■" - ' 1928 V ir g in ia 1928 Wisconsin ■ : l ■ r . ...

21 See Bibliography under heading "State School Laws'*., p. 125. B#eh aehool law consulted is listed and the number of the page or pages is given for each item making up above table. 44

TABIZ XV ' S t i e p o s it iv e : aito megativb p o v m s of l i e s

P o s i ti T e n e g a tiv e P o s i ti v e N e g a tiv e •powers pow ers p ow ers- now ers

Abstinence. In d u lg e n c e K in d n e ss Ungracioneness A m b itio n A pathy Knowledge Ig n o ra n c e C h a r ity Uhgetter o s i t y - L i b e r a l i t y S t i n g i n e s s C h a s t it y I n s t Love H a tre d CheerfuLnese Despondency L o y a lty T re a c h e ry Concentration Inattention M eekness P r e t e n t i o n C o n fid e n c e D oubt M e rc ifu l G r w l : Conscientioue- Unscrupulous- M odesty Shamelessness n e s s n e s s Contentment Disaatisfao- Morality Vice t i o n ... - C ourage C ow ardice G bedienoe Insubordineti an D e c is io n Indetermina­ O ptim ism P e ssim ism t i o n ; Diligence.: Slothfulness Order C o n fu sio n D i s c r e t i o n Im prudence P a tie n c e H a s tin e s s 3 o on ony Extravagance P a t r i o t i s m P e r f i d y E n d u ran c e Weakness Peacemaker Discordancy Encouragement Disc ourageeant P e r f e c t i o n Imperfection E n e rg y I n a c tio n Perseverance Inconstancy Enthusiasm Deadness P o l i t e n e s s I n c i v i l i t y Faith. Gbbelief P u rp o se I n d e c is io n F o r g iv in g U n m e rc ifu l Restitution Deprivation F o r t i t u d e F a l t e r i n g Self Confidence D ependency F r ie n d s h ip E n m ity Self Control Impulsiveness Gentleness Harshness Self Denial In d u lg e n c e Good Evil Self Respect D ebasem ent G r a titu d e Unthankfulness S ile n c e Talkativeness H eroism Fearfulness Sincerity H y p o c risy H o lin e s s W ick ed n ess S u c c e ss F a i lu r e H o n esty D is h o n e s ty Sympa th y Inc onpaasi (mate Honor Dishonor Temperance Wan tonne as Hope Dispair Truthfulness F a lse h o o d H u m ility Haughtiness Unity Division Industrious- ' Idleness Uhpretentious- E g o tism n e s s n e s s Intelligence Stupidity Vigor F e e b le n e s s T oy S orrow . Virtue Impurity Judgment Injudicious­ Wisdom Foolishness n e s s J u s t i c e I n j u s t i c e " ^a™$Ee' %ahn A. Dickson Publishing Co. ,loc_o o it• , p i x x x v i i t 45

The Children*e Kmra 11 ty Code "by Hutchins,

A High School Fora 11ty Cede hy Brevord, and the Code of Suc­ cessful V/orkers formulated from the personal experience of many men end nomen who have achieved success ns workers sre inserted here qs examples of character codes intended for special social groups end not, like the character ferning m ateriel of the Bible,-of general application.

The Children 1s llorality Code should he of interest to teachers in elementary schools, Brevardfs

High School Code to teachers of secondary school students, and the Code of Successful Workers to Directors of Vocation­ al Education and student advisers and counselors. These codes sre printed by the Character Education Institution,

Chevy Chase, Washington, D istrict of Columbia. 46 23 THE CHILX5HK2?f3 •ITOEALITT CODE i ’CR SCHOOLS ' ■

13oys and sir Is T/ho are good Americans try to ‘become strorg and useful .w orthy of their nation, that our country may hocome even greater and better. Therefore, they obey the laws of right living which the best Americans have always obeyed, ' ' ' ’ 1

; The law of Self Control

' v : ‘ . • ’ ' Good Americans control tl'isnselves* Those who best control themselves can tost serve their country,

iV I will control tong'ie and not allow it to speak-' mer.ni' v u l^r, or profane words, I will think be­ fore I apeak, I will tell the truth end nothing "but the truth. ; •

2. I will control my tei’^per and not get angry when people or things displease me* Even when indignant against wrong* and oontrmdie ting falsehood* I w ill keep" my self - ooetrol* " v 1 l : -

3* I will ccmtrol my thoe^ita and .will hot allow a - foolish wish to spoil a wiso .purpoaoY

4, X w ill ccmtrol my actions* . I w ill M careful and thrifty and insist on doing ri^it.

5* I will not ridicule nor defile the character of a n o th e r ,

II The Lai? of Good Health

Good Americano try to gain and keep good health. The welfare ©£ our country depends upon those who are physically fit for their daily work. Therefore! : y • ' ; : - ' ' ■ i-;. . - : 1, I w ill try to take suoh food, aleep, and e^ereiee "as will keep me always in good health* ‘ v -

2# I w ill keep my clothes, ray body, and my mind clean*

3* I w ill avoid those habits which would Iwrm me, and w ill make and never break those habits which w ill ' ' help mo. : ■ - ' " ^ . 4 7

4. I will protect the health of other□ and guard their safety:as wbll:-8s iny. own#

5. I w ill grow strong and skillful*

III

The Law of Kindness

Good Americans are kind. In America those who are different must live in the a me con*mmitles. Tfe are of many different sorts, hut we are one great people. Every unkindnenn hurts the common life , every klndneso helps. There^ fa res r '■ . : ■ ■ ; J v ■- ■■ " ’ ■' r 1. I will he kind in oil my thoughts. I will hear no spite or'grudges. I w ill never despise anybody.

2. I will he kind in all speech. 1 will never gossip nor w ill I speak unkindly of anyone* Words noy wound or heal.

3. I w ill be kind, in all my acts. 2 Ad. 11 not selfish­ ly insist cm having m y own way. I w ill he polite. Rude people are not good Americans* I w ill not make unnecessary trouble for those who work for me, nor forget to be grateful. I will be careful of other people’s -things. I w ill do m y heat to pre­ vent cruelty and w ill give help to those who are i n n e e d .

. ■ TV

The Law of Sportsmanship L

Good Americans play fair. Strong play in­ creases and trains one’s strength and courage. Sportsmanship helps me to be a gentlemen, a lady, therefore $

1* I will not cheat. I will keep the rules hut I will play the game hard for the fun of the game, to win .by strength and will* If I should not play fair, the loser would lose the fun of the game, the winner would lose his self respect, and the game itself be­ come a mean and -often cruel business*

2* I w ill treat my opponents with courtesy and trust them if they deserve it. I w ill be friendly*

3. If I play in a group game I w ill play not for my own glory, but for the success of the teem* 48

YU I w ill be" n good loser and a generous winner.

5. And in worl: ac well co in ny- pla^z I w ill "be sportsmanlike-generous, fair, honorable# - \ • ' - , V . - ■ - : -

The Law of Self Reliance

Good Americans are self reliant# Self conceit ic silly but self reliance is necessary, to boys.and girls who would be strong and useful.

1. I will gladly listen to the advice of older and wiser people. I w ill reverence the wishes of those who love end care for me and who know life and me better then 1. 1 w ill develop independence and wisdom to choose for myself, act for myself, ac­ cording to whet seems right, fnir, and wise.

2. I w ill not be afraid of being laughed at when 7. am right. I will not be afraid of doing right when the crowd does wrong.

3. 'Then - in danger, trouble, or pain, I w ill be brave. A coward does not make a good American.

VI

The law of Duty

Good Americans do their duty. The shirk­ er and willing idler live upon others and burden fellow c iti­ zens with work unfairly. They do not do their share for their country’s good.

1. I will try to find out what my duty is, what I ought to do as a good American, end my duty I w ill do v/hether it is hard or easy, what it is my duty to do, I w ill do, VII

The Law of reliability

Good Americans are reliable. Our coun­ try grows great end good as her citizens are able more fully to trust each other; Therefore: • ' 1. I will be honest in every act and very careful with m oney. 4 9

2. I w ill not do wrong in the hope of not "being found out. I cannot hide the truth from myself. ITor will I injure the property of others.

3. I will not take without permission what does not "belong to me. A thief is a menace to me and others.

4. I will do promptly what I have promised to do. If I hove made a foolish promise, I w ill at once con­ fess my mistake and I w ill try to make good any harm which my mistake may have caused. I rill so speak end act that people will find it easier to trust each other.

: . V I I I

' The law of Truth

Good Americans are true.

1. I will he slow to "believe suspicions least I do in­ justice. I will avoid hasty opinions least I "be mistaken as to facts.

2. I will stand "by the truth regardless of my likes or dislikes and scorn the temptation to lie for my­ self or friends; nor w ill I keep the truth from those who have a right to it.

3. I will hunt for proof and "be accurate as to what I see and hear. I w ill learn to think that I may discover new truth. " " IX

The Law of Good Workmanship

Good Americans try to do the right thing in the right way. The welfare of the country depends upon those who have learned to do in the right way the work that makes civilization possible. Therefore:

1. I will get the best possible education and learn all that I can as a, preparation for the time when I am grown up and at my life work. I w ill invent and-make things better if I can. .

2. I will take real interest in work and will not be satisfied to do slipshod, lazy, and merely passable work. I w ill form the habit of good work and keep alert. Uistakes and blunders cause hardships, some- 5 0

tir/;n disaster, nnd spoil success.

3. I "ill make the rifht thing in the right r,fjy to give it value and "beauty, even when no one else sees or praises ne. But when I have done ny best I.w ill not envy those who have done better, or have re­ ceived larger rewards. Envy spoils the work end the , worker. • - % The Law of Team Work

Good Americans work in friendly coopera­ tion with follow workers. One alone could not build a city or a great railroad. One alone would find it hard to build a bridge, ^hot I mey hove breed, people have sowed end reaped: people have made plows and threshers; have built m ills and mined cosl; and mode stoves end kept stores. As v;e learn better how to work together, the welfare of our coun­ try is advanced.

1. In whatever work I do with others I w ill do rry part and encourage others to do their part, promptly, q u ic k ly .

2. I will help to keep in order the things we use in our w o rk . When t h in g s a re o u t o f p la c e th e y a r e often in the way, and sometimes they are hard to f i n d .

3. In all my work with others I w ill be cheerful. Cheer lecsness depresses all the workers and injures all th e w ork.

4. When I have received money for my work I w ill be neither a miser nor a spendthrift. I will save or spend as one of the friendly workers of America. XI

The Law of Royalty

Good Americans are loyal. If our America is to become ever greater end better, her citizens must be loyal, devotedly faithful, in every relation of life; full of courage and regardful of their honor.

...... 1. I will be leys1 to my family. In loyalty I will gladly obey my parents or these who are in their piece and show them gratitude. I w ill do my best 51

13 help each member of my femily to strength and usefulness*.

2# I will be loyal to my school. In loyalty I will obey and help other pupils to obey those rules which further tnc good of all#

3s I will be loyal to my town, my state, my c o u n tr y . In loyalty I will respect and help others to re­ spect their laws and their courts of justice*

4* I w ill be loyal to humanity and civilization* In loyalty I will do my best to help the friendly ie- lationa of our country with every other country, and to five to every one in every land the best possible chance* 1 w ill seek truth and wisdom, 1 r ill work and achieve if J can some good for th e civilization into which 1 have been born*

5* If I try to be simply loyal to my family 1 may be disloynl to my school. If I try to be pimply loyal to my school I may be disloyal to ray town, my state, and my country* If T try to be simply loyal to try town, my state, and my country, 1 may be disloyal to hump ity* 1 w ill try above ell things to be loyal to humanity. Then 1 shall curely be loyal to my country, my state, ray town, to ray school and to my family* And this loyalty to humanity w ill keep me loyal to civilization*

THOSE WHO OF Y TH LA'.'S OP LOYALTY OBEY ALL TRfc OTH&R TE3 LAWS op GOOD AMSftic a s 25

25 Character T.d u c a ticn Institution* !vcanted Lonflets, p* 10 . 5 2

24 A HI3H 3CII )0L ¥C .MI7Y COIC

3nt i. ln^ m larger Ilf •, undertaking no v duties, and preparing for a still larger life and still other duties, learn clear!/ th< law of right and follow it.

t . -rr.rrri .lira tr yora rn r? i-as ahd ncer-cR yotb 1AFEHTS, HSSriC? 70H I HIT' ■ I3HKS, hP, d ATI^FUL FOR T rriR cay:, m x y x t . caxrixn*-:, aid tt.y to EHTKH MOEE AHD MORE IHT , TEDXR 5SELIHGS MID IHTSR- r iT 3 , yt~ " " : v : xr vr x rr THcr -nif- a t: c o h o r t . ’'o ep in g t i your h ia r t 1 ovu fo r y :u r ‘br o th e r s and sisters, always behave so that they w ill feel sure of you mrl your leva. T true to home. Do your part in it and for it, and help with heart and he id to nake It th best that it can be* Through love for your family learn consideration and just regard for tho ?o not of your Tti.n lly• Doing your duty in your own home, learn to do your duty out­ side your horue. IT. T1V.T Y7-TJ ::AY -142E Tiff BEST D? LITE, STUDY DILIdSITT- LY, 3KTC OTOWTjrDSn, AHD WISDOM.

Be respectful to those whoso duty it is to in­ struct or direct you. 3e courts ns to all and con- siderete to all of your associates* fork w ith a purpose# ork for thorough, accurate knowledge, not for the s h o w of it. Train yourself to habits of ordel, accuracy, and regularity; industry, prompt­ ness, and perseverance. Learn to appreciate the beauty and vender of Mature’s work and the beauty and wonder of Man’s work* Keep your mind open and wide awake for new ideas, and never think that you have le a r n e d a l l th a t you ought to know* Acknowl­ edge and correct your errors and faults, but do not let thought of tnom weaken and discourage you. Do not grieve over lost opp-jrt uni tics but make new ones* Do not grieve over bad habits but brmak them* Do not pity yourself* astc no time in idle dreaming but with all the strength that is in you labor to bring about the best that you can dream* Keep be­ fore you the thought of the work that you believe you can best do in life and prepare for it os best you can* But never think that the work that you have to do now is beneath you* Plough the field or build the bridge, bake the bread or sing the song-do your work so that you make it great* 53 i n . m riGD. r::?, x z r o yoic: : ouarr^, xour: WORDS, AND YOUR 1KBDS.

Do not uudgd harohly or tboughtle3sly# Keep prejudice out of yam* mind. everenee tae life and respect the nature o f all* Especially speak the kind word rnd reach u t the h in d hand to th e s i c k , the poor, and the aid; end to the yr*ving children w ith l c little strength t id « j 11 t t l k ..-t.;1cd ^c. Be respectful to and considerate of the old who have giv en so le.r jc ly of .heir strength* Appreciate what is done for you* lintcr into the feelings of o th e rs and edapt yourt^lf t o cij'cun: tencce* Never su sp e ct e v i l hut lo o k fo r o:d. Be not o gossip, a ncddler, a mischief tinker. Be not over curl tub of the bualnefs of o th e rs . Do k fo r no s l i g h t s , 1>: t no g) u ; 1: c ov. i Aite, r a lice, a lousy* Give envy, hatred, anger, cruelty no place in yuur l i f e • Be 1 j i l ani Dteqlfest iu a11 your relations. Do n ot lo o k w ith c o n t e n t ux on th e poor or th in k there i-, s!unje or disgrace in poverty* Do not !•>Jc with bitterness upon the rich, or think there Kiust be p rid e end celfishiesa in wealth* hut appzeciatc th e c h a r a c t e r and horor, and the reel worth of o il, rich or poor, hmable or great* Lear in n ln d vi*ot your law of kindnens ia for ell creatures that live* Seek not to hurt tut to help* not to k ill but to Btive* IV* EE TEICERATE. Go control desires, w ill, end con­ duct th a t you can deny yuur self everything wrong or harmful to yourself or others. Learn the lavs of nature and obey them. Do thoec tilings that w ill strengthen your iJLnti end body end keep them in health; and do nothing that w ill injure itind or body*

V. ICFfSP E'.AET, HIND, AND LI.iL iUIX* For you th e r e can be no pleasure in coarse songs, jokes, pictures, anything suggesting impure thought* no part in im- redest conversation; no touching T,hst w ill blacken you* Be neat ir. appearance and habits; be modest in drees and conduct*

VI* EE HC1C GT AlO JU3I• Neither take nor covet what belongs to another# Take no unfair advantage in work oi play. Lake no unfair bargains nor1 seek to win any tiling by trick or by chance* To get ooltc- thing, yet give nothing, tc profit by the work of others, doing nothing in re turn-these things are not for you. You w ill pay the fair price and make 5 4

4 lust returns c c > -tu ^ j.s. t* Vo more r o t o: c h e e t a company or the government than rob or cheat your cVQBLmte or ur tie't v o r neighbor, Veepect pub­ lic rights anu property as you respect private rights and property. Tf faiUifi 1 to those who trust you or who employ you* ho more waste their tim e nor hurt tlieir inter than i oste t' eir mon­ ey or bp o il their possessions. To bo p e r fe c tly trustworthy* entire2^' reliable, 1 b yx:r ntercUrd. And be honest with yourself in every thought, and tru e to y uzat I f and y •ur s n %vlet j e o f r i g ' t * viz. do hot w.x3zr: t h ; c:r"r: m? nr7:izv. you ha*o; imCH OR LITTIP., UCV rrrrr.L" '0 ./.T Y U H'OT . Teem to do honest, mugful vrwlc .hat r ill laintsin y o u r­ self end help others. Avoid e?trnvagsnoe, borrow­ ing, debt* v-if y u * oio-;ed or nede e debt rest not until you have pc id it in full* VIII* LIVK ?W> TPUTH JtD STUAK IT. Be sincere* Do not lightly pro mise, f >r y mr word .-uet be curs. There can be no evasion, no deception, no double dec ling in you* n . x:v.a aivn vay td scan, nev YCRSAio to tbotibie, BUT HAW. COURvXCl . Should you meet pain or danger, bear the pain, face the danger, ;vnHi the straight road, clear eyed and unafraid. Let not your cAirage wait far the great dry with its call for great deeds* Use it as well in the plain life of ev< ry cloy, for the c oumonplace duties close at liand. Have o our a go to live within your neens, to be true to your s.iab- by or unpopular fr ie n d . >tand by your convictions, though you stand alone* Speak out for the right, though yours is the only voice that speaks* X* X£T CHMraOErSS 1IAKX YET yUZlT. YO-tT. STLQH5, TV IF* Lilli. Do not indulge in depressing thoughts; but tr y to live in gladness and joy, end impart your g la d n e ss to o th o :s by cheerful looks and words. Bind joy in simple tilin g s and give joy In simple ways. Be n o t a grudging worker, nor a grudging giver; out go cb ou t you: work in cheer nnd g la d n ess, and l e t jo y and smiles be a part of your gift. XI* ELLY HE OH TOUHTODT. Look for no favor or patron­ age, but trust to y .ur own efforts. Do not shrink from what is new or untried; but make the decision, b e g in th e work, take the responsibility* \nswer to your own name and stand erect, yourself, not the imitation of another. X IIe LOVE, Aim HOUCK YOUL COUHTI^Y, HOLDI50 ¥ 0 W BK FOR HEU TOO HAKT), ¥ 0 0 4RVICE >'u. -C.; TOO GREAT, Do your part in yuur community# obeying the law, keep­ ing order and peuce, helping au veil au you can in work for good* Study the lav/a and government of your country, that with intelligence and judgment you may serve Imr well* In true loyalty and devo­ tion upnold x u your own lire tnu high standard of national character-the standard of good faith, jus­ tice, c our age , a no regain Tor the general good*

^Ili* AiUuiCIATE TOm ihFLUi>¥Ul> Aim i^GOGHIZE YOUR HE- SPQNSIBILH'Y, Do not in any way lead others to do wrong | nor Ve a muse u, pleased, or satisfied in any . way when they do wrong* ftll the weight of your character, tue influence of what you are, must, be on the r ig h t s l u e ,

^IV* uvmlK 10 GAIN WISDOM. Learn to distinguish clearly between what is light ana wnat is wrong, what is true and what is lalse, wnat is great and what is little, "ith wisdom govern yourself. Learn mod­ eration. Be generous without being wasteful; cour­ ageous without being reckless# though quick to feel, yet keep a cool head. Be »ti ng yex, gentle; frank yet cautious# sell respecting yet not conceited. Beligiit in play and fun yet do not live all for ploy ana fun. Love free com yet reverence law. Be kind in judgment yet ni&ke no cumpromise between r ig h t ana wrong* veer with Uue ulgnity your silken gown or your scholars robe as you wear with true dignity your working o^olues* value tue trauition of days that are past, yet with all the strength th a t i s Xu, you go for ward into tue future ana make i t good , deep before you yuur sta.oard of charac­ ter tana follow .your law o i right* Be just* be kind, nave courage. Keep your word true and your honor unstained* dotttioi yuur thoughts, your w ill, and your conduct* Seek to grow in wisdom as the days pe sl • 24

24 Character Education Institution., op. ‘c i t . , p. V 5 6 25 t ie cam: or uucczjsrui %ORZERs Hesolution They Kake Foz IhemaelTse I , I 7.TLL BEbpECT ALL USEFUL lrOEK AHl BE COURTEOUS TO THE WORK* RE, '.oik of all klndo is essential to the success of the v,ciId cno hcneiitc cone it nxiny' for the ser­ vice rendered Dy each worker# 1 w ill respect ay- s e l f , th e r e fo r e , when ucin^ a .y u se fu l work and show respect for good work done by others# 11. 1 WILL KKOW l-Y CORK /JED W.Y: ASEaTI H TO DO IT UE.LL. I w ill keep determined to succeed in work, to master ecne one lin e, to develop aptitude and gain skill# I w ill keep ny jjdnd concentrated on my work ana make r«y crk my chief interest# I w ill accumulate knowledge and experience# 111# 1 ULL TAKE IHS INITIATIVE AMD K V J.2P FfXBCUTIVB ABILITY. I will use business sense, have courage to go aheed, be %uick wilted, well balanced, and of good insight# l will be adaptable end nrke all I can of siy p oAOra of in v en t!o n . IV. 1 I'ILL E- 13EDU3i:-:i:if3 ALE ..ILLI..E# I will bring enthusiasm t iqy v.ork, be ener­ g e tic end quick about i t , and nave endurance• I will be punctual and hiraya an atteilive worker# 1 x.ill be patient end per covering and have system# 1 -aill keep iiyself in od health,

7# 1 ILL I - ECE.lT EX X LI.JT.L.

I will regard pr.^erty lights, be sconccXoal of m a t e r ia ls , and p u t in full tine# I will be frank and honorable la _y Ucam.-w-t of utliei ^ and preserve ay personal integrity#

VI, 1 SILL LXj CATL :YEKL1 1LIC STL OIK} ILR3GB/J#ITT#

I w ill develop force of character and have souis 4'or thy purpose in Ixic, 1 will be .veil in­ formed, self possessed, s e l f controlled, self re­ specting, stable, open minded, teachable, a le r t , observing# I w ill use my imagination and be ready to take responsibilities# I ,,111 gain knowledge o f human nature, show sympathy, and take an interest 5 7

in people. X w ill be xiiendly, cheerful, hannonioue, and always tactful* V II. 1 WILL b~ i'AlTLJnJL Tv LI’ 1GRK. X i/ill hold to high ideals. 1 will be reliable, accurate» and careful. I will do m y work r ig h t fo r the people who need uune the thin&s I help to do. I w i l l be thorough. I w ill keep c^y word. V III. 1 WILL Bb» LOYAL. 1 will take p r id e in ay firm or company, fac­ tory, store, or farm. I will protect i t s in t e r ­ e s t s and help to make work successful. I w ill be u n s e lfis h anu obedient in ay set vice to my s u p e r i­ o r s , and do good team work. In professional work 1 w ill AiOlu to the e th ic s of iuy profession. In an institution I w ill be true to its purpose. X will be devoted to ay home. 1 w ill be lo y a l to tn e p eo­ p le with whom I work.

Ia . I WILL m a CBBTLL^AS, A LAD?. 1 w ill keep clean end neat, be pure and of good repute, cvuz teoua and p o li te to all. X will form wise personal iwbits.

65 #lwrtictsx —dc i C o x —*iour u > wr on• teo ^airetL, p . 3 . 58

c'ool "'vcative , r c & re a 7iurcl)or of ^trascV *ol a^encl , < ducat.xve in t’.eir nature* whose! purposes con be utilized Yy t e school to reenfcree its c -n worV 1' character train in- • ^ cr -■ of the r sr • 're or lees related to fa achrol its? If, ct' - r .:• to V church* some to adult fraternal bodies, - fe to t> : no t.1 c n, and ctht-rc to the world at large•

-lie public library and tu parent •teacher associations are two extraochoil dr; ivc agencies closely related to the school y/*i .so work and in flue nee can be drawn upon to 3trrnjt’.en the .:rk x/f the acliuol in character edu­ cation* The public library controls aid directs children’s leisure reading* Th >ugh its guidance tiiio reading can be brought to Y13 V up on th e f o n ia tio n of id e a ls of c i t i z e n s h i p , health, service, personal responsibility, end personal growth*

Parent-teacher auoci ti ona, represent! ig as they do both the home ond th e s c h o o l, can be u sed to r r t ic u la t - ; .uni c o r r e la t e

the character educetion and training carried on by e?,ch and isake of it a continuous and pui*posef^xi endeavor* The Young Hen hi and Young Yemen’s C hris­ tian Associations, two ixtraschool educative agencies close­ ly related to the church, can be used to strengthen the work of the school in developing vocatl ^n: 1 ideals and ideals of social intercourse* Tuaioar Leagues, Loinbow Girlh, and De lay groups, rex r a sen ting the activities and interests of the children of good, responsible, self respecting citizens. 5 9 have peseihilities for assisting in the development of ideals of per a one 1 responsibility for the less fortunate members of society, and ideals of good manners end good conduct# Boy Scouts and Campfire Girls, national e-:tr a school educative a- gencies open to a ll boys and girl® of appropriate ages * can be used to reenforce the character education and training work of the school in all directions. The morale of such a . distinctly child’s group Ms great possibilities for the school in-this field# All af the e^traschool educative agencies discussed above can be trusted to exercise a beneficial in* fluenee over children# Utilizing them in the school’s work in character development w ill not be difficult for each was organized to advance the welfare of the young* There are two others, however, of which tills cannet be said-the drama and the press# These two school educative agencies, world wide in their influence* originated in the interest of adults# In time children received some consideration, devel­ oping as the movies and the talkies in the drama, end as the comic strip and bod time stories in the press* Of the two the drama, perhaps, has the geater power to influence children’s conduct# In the first place its influence exerts itself ear­ ly and endures# Its strength lies in its power of suggestion and in its method of presenting through stories, pictures, songs, and plays a great fund of information in regard to con­ duct and the forms of its expression. Since the public drama 6 0

Is an industry organi«$d for profit it cannot "be accepted with entire confidence} as an ally "by the school in its work in character education. Tei its influence is so great that the school imist learn how best to use it, and lend its in­ fluence toward shaping its product to benefit the children of the school. " • While the influence of- the press on chil­ dren’s conduct» except through the comic strip, does not be­ gin to exert itself until the ability to read has been ac­ quired it is none the leas a factor in character development. The oiiaracter of the news published affects the imagination of its readers, and the attitude taken toward public happen­ ings involving a question of morals affects the young reader’s social views. The newspaper is a daily feature of the home and the events chronicled in its coluimis a’nape the young reads er's conclusions of what society considers good or bad ctai- duot. V/here the social standards of civilisation #re high, only good copies from tae press, wliile 'social standards are always usually good, there w ill be sections of society whose views are harmful and it is tills influence that the school must consider and endeavor to neutralise. Associate Social Instutulions.-The work of the school in character education cannot be successful without the support of the horns, the church, and the commu­ nity. Since all its work in this field is done in the inter­ est of these three social institutions-their existence depends 6 1 upon the quality of the citizen the echool turns out—it is en­ titled to all the aid that each can give. , first in importance in assisting the school in its work in character development is the home* It has cer­ tain preliminary work to do in the matter of establishing good physical habits and inaugurating the development of the necessary character traits which conditions the success of the school in its work of character education#before chil­ dren enter school. Hor does the hose’s duty to the school in its attempts tc develop character cease upon the entrance of children into school. The home continues to be a center for the expression of conduct of all the types whose acqui­ sition is being stressed in the school* Its supervision over out of school conduct is still needed. It is the community, ultimately, that prof­ its most from the school’s work in developing character and from whoa, therefore, it has greatest right to help* It has already been pointed out that the established practice and code of the group is a vital factor in developing chsraacter• The community has o duty to the school to establioh and main­ tain high standards of conduct and to exert its influence and power to see that thsy are respected and observed* To the exten t that i t f o i l s to do so the s c h o o l’s work i s weak­ ened and in time destroyed. Direct supervision of conduct ceases in the community and effective community morale must take its place. 6 2

... . The school-.i^ust also .have the help of the church to carry out .its work .in ..dovelcping. chsracter* The fact that t>ie church ie the one cocial institution ’whose sup­ port is voluntary and not enforced by lew is evidence of its possession of a strong moral influence that the school must have. I t stands midway hetweeu .the home ami the sch ool in i t s relations with children.and must be held responsible for as­ sistance in maintaining the authority of both. Since present social conditions are offering the xhuich opportunities .to share more generally in the life of the people instead of ministering solely to their spiritual needs, it can safely turn its influence as guardian of the community's morals -to the assistance, and support of the school in building a func­ tioning "social ideal. .Technique Of Building A Functioning Social Ideal .; ; . Stores uln The 3i‘Ocess of Construction.- There are four stages in building a functioning social ideal* At the first stage it is largely; a matter: .of bringing about decent and rational behavior through inflicting pain by pun­ ishment and through.arousing pleasure by bestowing rewards. Children are quite incapable of acting intelligently at this stage. Intelligence is ,not sufficiently, developed to respond to higher methods of training and self direction is not yet achieved* It is necessary to reach children on the firot lev­ el of conduct by physical means. The second stage of conduct has been 6 3 reached when, the meoi* inflicting pain and aroueing pleas­ ure for seeming good behavior can be replaced by one based upon response to social approval end disapproval* L ch ild a t this age and stage of development is adjusting himself to the group whose opinion weighs heevily in his estimation* Hie powers of discrimination have developed. He ic able to dis­ tinguish between good and bad conduct* He has command of lan­ guage and is able to respond to spoken directions and correc­ tions* He has acquired experience, is capable of voluntary behavior, and can be trusted to make his cv.n decisions and direct himself* Iraise and dlsappioval are effective methods of controlling him* In time ability to foresee consequences and anticipate results displaces the response to social ap­ proval and disapproval as a means of controlling conduct. The appearance of this ability marks the arrival of the child at the third stage'of conduct* Consideration of the conse­ quences of his behavior to himself restrains cr influences the child's conduct at this stage* Children can be made to understand how certa in a ctio n s may harm or b e n e fit them and cun be controlled accordingly. - Hut, however, until a child has reached the fourth stage of conduct has he become a person who can

be trusted with the guidencs of his 07m conduct. At this stage he responds to the approval of an ideal self* When he reaches this stage he should be equipped with ideals 64 that point out behavior of which ills ideal self .approves and . which it accepts*- It is at this stage- of children’s devel­ opment that conduct should be 'oiia'racteriaod by consistency achieved, as lias been explained at t ,e beginning of this chap­ ter, by having had developed in their minds a concept of a socially ideal person* Such a concept now functions as a . - standard of conduct. It enables children to conduct themselves correctly toward'their fam ilies, friends, themselves, and to­ ward the o cjrmiimi ty« ' ■ . This social ideal serves also as a means of improving conduct. Using it as a scale, a child can com­ pare what he dees with what he should do and make the effort required to bring himself 'up to standard. It rmy be used, too, as a protection against such of one’a associates who have failed to develop to the highest stage of conduct and who may involve one in misfortune and disgrace, and who met bad examples, tin the other hand, it w ill assist in the se­ lection of the right kind of friends end companions from a- mong th e s o c ia l group of which one is a member. .Finally, such a social ideal insures con­ sistency of behavior and good social adjustment* It enables children to maintain and achieve desirable life objectives. It keeps life steady. It provides against surrender to the trifling evils and disappointments of life. It effects a sensible attitude toward life and brings about contentment with existence• 6 5

. : v.. rrinclf.lts TJad or lying The Building Of A . Functioning Social Ideel.-The first step to be taken toward constructing a functio .ing social ideal is to determine what children need in the is tier of character development, ihat are. the traits the possession of which w ill insure good, eon- sioteut heliaviorj vviifi t are the ueficionces of heredity and environment tliat nuist he supplied them} what are the d iffi­ culties of mental growth thet must he overcome, the ab ilities • to he fostered, and - the social codes to be brought to their attention for adoption-and use. He%t comes a consideration of the mate­ rials to bo used in building a functioning social ideal. They include the tendencies to action possessed by all chil­ dren which express themselves in hearing, seeing, paying at­ tention, acquiring, cooperating, imitating, being kind, be­ ing angry, learning and remembering. Undirected, these ten­ dencies destroy children} cultivated ana guided, they trans­ form them into efficient adults. The environment of s child is also a part of the materials to be used in forming char­ acter. It provides opportunities for the exprsBoion of chil­ dren’s tendencies to action. It furnishes situations from life for learning to cooperate, to be kind, to control an­ ger; to conquer fear, to pay attention, to learn," and to re­ member. I t i s e s s e n tia l th a t the environment provide no false nor harmful opportunities for developing the native tendencies. There must be selection from the many situations 6 6 the environment•offers for .forming a functioning social ideal, and wise treatment of those that do not no that c child may learn to distinguish uefc'.vcen Tight and v/rong. After a survey of children’s need in the matter -of character has "been made and decision as to the traits to "be davcloped has been arrived at, it is necessa­ ry to select from the child’s environment the situetiens where such traits are indispensable, to determine the trait actions to be performed in order to develop the trait, and to apply situations, traite, and trait actions to the solu­ tion of children’s problems. Finally, a desire for the traits needed for character development must be created. Cnc msy possess g trait that is not eh ideal* be may be gonercue without de- diring to be so or conscious of the feet th a t y.-c ore. Only when one sets a trait apart and makes of it an object v/hich he desires to possess, decs it become to him an ideal. So creating a desire for each trait necessary to the building of a functioning' social'ideal is a vital part of ho tech­ nique of its-construction*- / : Ucthods Of ?esohinr: -Tdcol s .- l'cthodB of leeching idcclc, or creating deEires for traits; rust be a- depted to. both child and objective. The intiivicvnl method is employed in cases of maladjustment, problems of conduct, and where children fa il es individuals to conform to accept­ ed standards of conduct* It is suited also to cases of un- 67 tierdevoloped traits ^?here 2 ohild’c .lack of understanding of the, conduct expected of hira involves him in Trd.3"behaTior» In cases of.maladjustment a careful study of the child's family * father, mother, "brothers and sisters I home and neighborhood conditions and influences, oorapanions, habits, interests, de- ficicnoes, physical characteristics, intelligence, mental balance, personality traits, and school record is made. This ctudy serves as 3 basis for locating the causes of the mal­ adjustment, deciding upon the possible outcome, and planning correction. The child is kept under observation until a . cure takes piece. In the case of underdeveloped traits the child (uust.be brought to a voluntary recognition and aeknowl.* edgement of its. lack. This should be followed by-Investiga*-.' tions of the causes of unde:development and agreement upon what ±3 .necessary to be done in" order to develop the trait* Tho child then follcws;directions for attaining the trait and reports his activities and their-.r-ssuits#. In the indirect method of teaching ideal® use is made of each subject of the curriculum, all extra­ curricular activities, school routine, instructional nctivis* ties, and disciplinary situations. An analysis of each school activity is ’made in cider to determine just what traits it aids in developing. Than the trait actions are practiced in as many of the school situations us provide for them in enrder to make the traits real and to stimulate transfer* To carry out such instruction the school 63

■background raaet be .democratic* It should have both authori­ ty end leaderchip* It chould respect the.Individuality, the initiative, and the personality of each pupil* The physical appointments should promote the spirit of democracy* Students should participate as much as possible in all curricular s«d extracurricular activities* They should undertake positive and constructive projects rather than negative and purpose- . loss problems* And, particularly, the socialised recitation and the group project should be utilized as far as possible* ■ The direct method of teaching ideals sup­ plements the indirect method* It begins uith the trait* >he indirect method begins with the situation* The direct method has definite advantages. It providec conditions favorable for enthusiastic rverk so tliat through sustained attention it produces a powerful momentum* It centers attention upon the trait and its method of development. It provides for sys­ tematizing and-summarizing traits* It takes the place* in e measure, of reviews, summaries* and drills needed in charac­ ter training. The discussion method is employed in the direct teaching of ideals. It permits the teacher to select specific, vital, and inmadia fcc problems vvithin the type situ­ ation* .;Discussion of morals and-ideals is important and. this single .consideration provides a sufficient b&si# for the in­ troduction of well controlled morel instruction* All three methods of teaching ideals, in­ dividual* indirect, and direct, employ the same technitiue* . They recognise the value of arouaiug satiafaeticai, eetting example, miking ouggeeLions, directing thought, and provid­ ing information. ' ' Greeting Venire -For Traits Gr Yeachiim ■■ Ideals,-Satisfaction und discomfort urc essential factora in establishing ideals. Zcral instruction in the Bible is based upon the idea that regards are duo good conduct, and punish­ ment merited by bad. To induce children to learn we must re­ ward them; to induce them to discard an activity we must pe­ nalize them. Bach individual has a act of values tint regu­ late his life. These are the ends, or the elements of the 3 ends, that' lie wishes to achieve and, when he is deciding upon the proper action to follow in a specific situation, he de­ cides either unconsciously or reflectively whether or not a propococl action w ill help or"hinder the acco&iuliBlunent of these; ends* If the act!mi w ill help his chosen ends he car­ ries it out because through the action he w ill be achieving satisfaction in terms of those onda, These values differ with the'individualv with his age, and with h is’condition in l i f e . If children are to follow high idesIs, they must be:, happy in the pursuit and satisfaction" must" at­ tend it. Rewards must be obvious and praise must follow close upon the act. Discomfort is a stronger stimulus to accept­ ance of an ideal but satisfaction is a more permanent force 7 0 in ests’bliehing the ideal. In developing ideals, thereforei

i2U3t stir desire, feeling, emotion, sometimes . through r e p e titio n under compulsion to "bring shout, knowledge of the ideal? "but better alrreyn oy relating new actions to aid sat* : iafactiona and guiding reasoning so that the connectitms be* trseen the ideal being acquired and the ends to be gained by ita acquisition may be clear, • Suggestion is another valuable’neons, of building up attitudes tov.erds ideals and of providing trait actions for then; .Important factors in utilizing suggestion are the teacher, the environment, and the group* A teacher ■who is vivacious, energetic# and able, possesses good judg* sent# end is sincere # has- strength and stability, of chams­ ter * and who in. s e n s itiv e to the id o ss and f e e lin g s of o th ers* ia 113:0ly to dominate other#. -A child's environment which includes social haMts, practices, beliefs, idoss, values# *3 tiLOSphere.#' '.and p h y cica l c o n d itio n s, operating "as in d ir e c t - suggestion, ia the najor fsetor in his normal develop* znent. ..It is worth much to children-to bo brought up in good

home2 mid bo ployed upon by suggestion from good influonoes* - ■ Children are also highly suggestible to the opinion of the group. :Public - opinion, consequently, is also a factor of importance in character teaching* Suggestion can be effec­ tively convoyed to .'children• through language-calling atten* . tion to what - is worth whlle-by taking it. for granted that suggestion w ill be follorodf and by «ro3y presenting high standards to children to adt as suggestion £ or t h e i r •accept* an cc. ' • . ILxaiaEPle la one ctf the most coisaonly used forms of suggestion. In oral suggestion v:e listen and accept} in example we observe and accept* Example serves both to ©• radicate bad ideals and to develop good ones* It lends au­ thority to traits and its power is great because of the fre­ quency of occurence. Suggestion does not operate in all cases, those where sensitiveness is lacking and where its applica­ tion is not apparent; but when it does operate it is ex­ tremely efficient• The power of suggestion holds equally for good or bad suggestion, so it is essential that suggestion from the teacher, the environment, and the group be always good suggestion* ' Reasoning is also a potent aid in teach­ ing ideals, since teaching children to reach a wise decision after careful thought is one of the essential factors in de­ veloping a strong character. It is indispensable when con- flict arises between ideals, and between ideals and immediate interests. Applying ideals to situations, or discovering what actions to follow in carrying out an accepted ideal requires reasoning and resourcefulness. In evaluating conduct, decid­ ing whether it is right or wrong, wise or foolish, reasoning cannot be dispensed with* Discussion of ideals, the situations wherethey apply, and the trait actions they demand, is an effective form of reasoning^ The imagination is a powr 72 erful aid. to reason and its effectiveness is strengthened Tgy means of contrasts. Contrasts vror® constantly need by Jesus in his parables and is used outside of school "by the drama, in fiction, and by politicians* Personification and dramatization are the avenues thr ougri T/iiich information in regard to ideals is -con­ veniently-and effectively conveyed* Personification is the process' of.presenting-ideals through the lives and actions of people by v:oy of song, story, ami picture. The Bible is an example of the use of person! fn cat ion. By this means the i~. ; deals of the Itebreic and Christian religions are set forth. "From the fa ll of Adam and the murder of Abel tiirough the lives cf the patriarchs, the judges, the kings, and the prophets, on through the stories about Jesus and Kis para­ bles, the incidents in the lives of the disci­ ples and the early apostles, to the final chap- . ter of the Revelation, tlwro is represented in panoramic view 2 constellation of stories which embody in p o s itiv e or n eg a tiv e form the _ id e a ls of the Hebrew and C h ristian r e l i g i o n .rt 26 Personification is not so powerful as example;but its range of use is infinitely greater. Desire can be created through iti plans and principles of action can be presented by means of i t , and i t can be used at a l l tin e s and in a l l places* Its value as a method of instruction lies in the fact that it is easier for people to learn on the concrete level through concrete situations than on an abstract plane through a bare statement of facts and principles. A story can be related 26

26 Charters, W.W. Yhe Teoohihj? of Ideals. p'» 280. 7 3 in such s v/ay i-'ct it increases the authority of the ides!• The story releases sound enotioim and feelings within the learner, and stories promote self confidence- rabies, liter­ ature , history, current experiences, and pictures can be drum upon without limit for materials for personification. [Dramatisation through plays and games is another effective method of providing information in regard to ideals* Constructing and putting on plays teaches ideals directly by presenting a vivid picture of the situation, the ideals, the trait actions, and the consequencee# Actions are easier to understand when illustrated by pictures or by per­ sons than when they are described- iutting on a play is val­ uable also to those who take' part because it provides oppor­ tunity for practicing the ideal portrayed- Dramatisation like personification is worth a great deal ns a means of pre­ senting information in regard to ideals because it is flex­ ible and can deal with any kind of situation from all sources* what is true of constructed plays is also true of the movie and even more of the talkie. Together they provide drama, vivid, real, and applicable* Their 'great advantage is that they reach everyone in a more or less naturnl setting- instruction. in ideals must not be left on the informational or inspire Lionel level- It must be ap­ plied on the conduct level* To do this it is necessary to vivify ideals through the recognition and appreciation of their value; to cultivate the resourcefulness and veraatili- 1 4 ty necessary for s a le c iin s or : c otis t.riiu t in^ . k hs c orr e c t nxitMod of performing•,the proper traib •.actione., and; t : provide for ; controlling factors which directly prevent individuals from translating desires for worthy.!ways of acting into, overt "be­ havior, - All .this may’he: accomplished through the conduct_as­ signment, a variant of the: project method. 't should require a task whicli the child usually carries on in ids daily life. A demonstration and; explanation of just what to do in each specific cose must he given with enough detail to enable.-the learner actually to perform the action. Enthusiasm, sugges­ tion, reasoning, rewards and punisinaent,- personification, and dramatization -must;boemployod-.-torar oubv* and- stir ; the child’s, fee 1 in g s:;2o that _ the ideals w ill he carried over into conduct. The conduct,assignm ent must be reported upon and be p raised or censured as the; occasion demands to.make i t e f f e c t iv e and to prevent loss of vitality of .effort, to the child* Repeti­ tion of the appliesticn of- che ideal being-dovelcpod, see cm- panied by satisfaction until application becomes a habit com­ pletes the process of translating ideals into conduct. Consistent behavior.-The thoroughness with which the building of this concept of a socially ideal person has been carried forward w ill determine the degree of consis­ tency of behavior, ’./here the work of the- >tome in forming good physical habits and initiating the development of the necessary character traits has been well done and is followed by 'the special"work of the school:in teaching ideals through* 78 the medium of the social heritage, and providing practice for these ideals through the school's activities that lead to the formation of habits of conduct that can he depended upon to endure, the groundwork of consistent behavior has been laid* Through the moral influence of the church, the socializing in­ fluence of the community, and the constant supervision of the home and the school, the integration of trait®, habit®, end ideals is accomplished and the building of a functioning soci­ al ideal is completed. Inconsistency of behavior w ill be im­ possible except in cases that have evaded character education. Suxmnary. -The data of this and the preced­ ing chapters contain affirmative answers to both the questions raised in chapter onet , . •Shall education recognize an evolving family institution? Shall society see to it that every individual is equipped for the dis­ charge of those responsibilities which he as­ sumes when he enters the family relation, re­ sponsibilities which cannot without disadvan­ tage be delegated either directly or indirect­ ly to the group?* 27 and whether the school merely teaches subjects and subject matter and hears lessons or shares in the formation of char­ acter and the integration of personality, the development of correct home ideals, and preparation for parenthood. They show that developing character is a process of establishing good physical habits, developing the necessary character traits, creating desires for these traits, and through the

2 7 Chapman and Counts. Principles of Education, p.207-08 7® activities of the conmnnity and its social institutions form» in s 2nd fixing habits of correct behavior. This process cul» ninatea in the development-in the mind of each young person of a concept of a socially ideal person which serves to direct hia own behavior and his behavior within the group. These data also show that the native tendencies of children and the forcea of the environment supply the materials for building up this concept of a socially ideal person. A complete and correctly "built concept of a socially ideal person w ill be constructed in accordance with the seven immediate objectives of education and w ill provide for consistency of behavior by developing ideals for each ma­ jor life interest-health, vocation, citizenship, .leisure, and worthy home membership which includes preparation for parent­ hood. As the school ie undeniably e force of the environment established for the special purpose of assisting # in the education of the cormunity’s children, and its equip­ ment for assisting in the building of a functioning social ideal unquestionably adequate, the family and the community are entitled to its assistance in building c concept of a socially ideal person as a whole and os segments, health, vo­ cation, citizenship, leisure, and worthy home membership of which parenthood education is an essential element. Parents are founders of families and the school must assume a share in preparing them for their responsibilities. In chapter 77

four which follows the location in the curiiculum, the extent, and the nature of the education for parenthood how being pro* viced "by the school are discussed* CHAPTER IV LOG ATI (®, BXTBHT, AHD HATURE OF PARENTHOOD BDUCATIOH • PROVIIBD BY THE SCHOOL AT IRESEHT . In The Gfeneral Curriculum

; • Suggested Plan.-Ho definite provision for parenthood education is made in the general curriculum at present* There hare been offered, however, suggestions for providing instruction in preparation for parenthood in the general curriculum that stresses the psychical phase or as­ pect of parental and family relations* These suggestions are presented in Character Education Methods, The Iowa Plan* This plan for character education is the product of a competi­ tion inaugurated in 1919 by the national Institution for Mo­ ral Ins true tion, reineorporated later under the title of Character Education Institution* State school commiBBion- era, state superintendents of public instruction, or their nominees, and a few educators at large are numbered among the members of t h is corporation* I t s a c t i v i t i e s cover work in the field of character education* ' In 1919 this corporation offered through its executive committee a prize of $20,000 for the best pub­ lic school method for-character education* There were form-

7 8 7 9 ed in most of the states a group of research educators known as Character Education Collaborators selected by the State Superintendent of Public Instruction, a president of a uni­ versity or a college, and a person of general influence who were to work out and submit plans for character education. Character Education Collaborators of tevmty-six states sub­ mitted plana. In order to eliminate any personal interest in the plans, the judges .were selected from states whose col- , laborators did not submit plans. The judges selected were State Superintendent Thomas E. Finnegan of Pennsylvania, State Superintendent 7/.F. Bond of M ississippi, and State Commission­ er A. B. Meredith of Connecticut* The plan of the Iowa col­ laborators received the award. ; Basic Principles And Goal.-The Iowa Plan for character education is based upon these principles: 1. Character education must have a goal* 2. The progress and product of charaoter education must . v be measured. ,. 3. Cultivate persons who live gracefully and helpfully, not virtues that seem desirable. 4. Organise the school as a whole and in every part as . a democratic community. .... 5. The moral person is not simply abstractly good, but good for something. 6. Practice the good life rather than think thoughts ■ • about it. ' , . 7* Build up bodies of specific dislikes and hatreds of "'.ugliness in conduct, and sets of tastes and prej#*- ' dices in favor of.;that which is clean, kindly, cour­ ageous, and noble. 8 0

8. FurniBh the mind richly with imagery and symbols of right living. 9* Develop progressive sk ill in moral thoughtfulness. 10. Translate duty into beauty. 11. Familiarise children with the best of the social tr a d itio n . . 18# Awaken loyalty to a cause. 28 13. Stimulate the spirit of reverence. The g o a l of the Iowa Plan fo r character education iss "A person with powers proportionally develop­ ed; with mental discriminetion, aesthetic ap­ preciation, and moral determination; one s- ware of his social relationships and happily active in the dicharge of all obligations; one capable of leisure» loving nature, rever­ ing human beings, their aspirations and a- chievements; one observant of fact, respect­ ful of law and order, devoted to truth and justice; one who while loyal to the be8& tra­ ditions of his people, dreams and works to­ ward better things; and one in whom la the allure of the ideal, and whose life w ill net be faithless thereto." * 29 For the school to achieve this goal, specific lines of prepa­ ration for health, life in the group, civic relations, indus­ trial and economic relations, a vocation, parenthood and fam­ ily life, appreciation of beauty, use of leisure time, and mastery of tradition must be provided through a progressive moral curriculum that u tilizes both curricular and extracur­ ricular activities of the school.

2 $ Character Education Institution. Methods. The Iowa P lan . 46 p . 29 Ibid., p. 6. 8 1

Content* Topics for- the suggested plan of instruction in parenthood education include such broad divi­ sions as the lovjB theme in art, providing for home, heredity, homes and fa m ilie s , l i f e in the group, and Mother’s Pay. The material for the love theme in art w ill be taken from the dra­ ma , music, poetry, sculpture, painting, fiction, and the dance. For the kindergarten and the grades it w ill be centered about The Lost Sheep, Sweet and Low, RookfrA^By Baby, Her Son, Two Families, Snow-White and Rose-Bed, and Folk Pence. For grades nine, ten, eleven, and twelve it w ill be based upon Borneo and Juliet, Pedication. Celestial Love, Venus of Milo, Beatrice, Adam Bede, and the Spanish Panoe. Providing for home w ill cover care of d oll’s clothes for the kindergartens garden projects and pre­ paring food for the family for the first six grades$ and co­ operative buying and family budgets for the junior and senior high schools. Heredity w ill include observation of family rela tionships for the kindergarten; plant fertilization and cross breeding for grades one, two, three, four, five, and six; and a study of the Kalikak family and race improvement for grades seven, eight, nine, ten, eleven, and twelve. Homes and families w ill mean dolls and doll families for the kindergarten; bird homes and homes a- round the world for the first six grades; planning a house for the junior high school; and the evolution of families and homes for the senior high school. Life in the group w ill include care of pets for the kindergarten| courtesy and order for the first six grades; knight errantry and hrother- slater for the junior high school; and neighborlines® for the senior high school. Mother's Day w ill include special pro­ jects for the kindergarten, the grades, and the jralor and senior high schools for expressing appreciation of mothers* This subject matter is Outlined in Table V. In Table VI are listed a set of projects and problems for enriching this course in preparation for parenthood and family life . They are adapted to the interests and ages of the various grades, deal with familiar matters, and are comparatively simple undertakings. 33

TABLE V THE PROGRESSIVE mOVEKBET 0? - SCHOOL AOTIVIMBS HI. THE DIRECTI OE -.QE PR1PAR AT ICET J? CK PARENTHOOD 30

F ir s t s ix Junior High - ■ iSenior High Kindergarten grades s c h o o l...... ‘ ,school The Love Theme The Love Theme The Love Theme 'Phe Love Theme In Art In Art* Adapt In Art In Art* Same . Drama, "The subject matter : Drama. "Bornec subject matter Lost Sheep" of kinder gar* and J u liet" as that of the V# 1 I M usic, "Sweet ten to the. e junior high and Low" f i r s t s ix cation* school* P o etry , "Roci grades;. : Poetry. "Ce- A-By Baby" l e s t i a l Love" Sculpture, Sculpture, "Her Son" "Venus of Mi­ Painting,"The lo" Family" Painting,"Be-r Fiction, "SnoxJ.' ■ . ■ ■- • :. a tr ic e " * vhite" and Fiction, "Ad- Rose Red" am BedeK Dance. Folk Dance."Scan- Dance la b Dance Providihg For Providing for Providing for Providing for Home. Home Hmn® • J.-. ’ . Home Care of d o ll terden pro­ Cooperative Family budget c lo th e s jects, pre­ buying paring food H eredity H eredity Heredity Heredity Observing Plant ferti­ Kalikakfam- Race improve­ family klnr: l i s a t i o n , i y ment ship cross breed­ Homes and Fami« in g Homes and Fam­ Hemes and Fami­ l i e s Homes and Fam- i l i e s l i e s Dolls and - JJLes • Plan a house Evolution of fa m ilie s ' Bird homes. families and * hornss around Life in the homes Life in the the world tecup Group Life in the Brother . Life in the Care of pets Group S is te r Group Courtesies, Heighb orlinesa M other’s Day order,knight Mother*s Day erran try Mother’s Day ■ Mother’s Day....__

30 Oharaoter Kducatloa Institut1on, op>clt*, p« 54-35 64

TABES VI BxOBIFJJS MB PROJECTS TO KHEICH A COURSE CF STUDY IE PEEPARATIOH FOR PARENTHOOD ^

Grade, Problems and Project# rrode, Pr oblems and Projecto Kindergarten Jratie S ix 1. Draititlze hoooe,mother, 1* Make observation cm heredity and helpful children in stock end poultry breed­ 2* Make a d o ll/s house in g 3. Give a doll’s tea party 2* Design a.hall clock 3* Studay Madonnas and Indian (trade One homes IV; Mother'-an orphan animal 3rade’Seven .v 2* Make an observation trip 1* Trace the evolution of hoses to locate an insect home end make models of enough examples to form a series Grade Two , 2. Dramatise King Arthur 1* B uild an Eskimo houae s t o r ie s 2. Make a booklet of animal fam ilies compiled by (trade B ig h t - - c la s s e s 1 . Design from, p la s t ic mate­ 3* Locate and observe ani* rials a home and environ­ mol houses ment 2. Study service to humanity Grade Three from plant breeding of i;.Estimate the work of a Burbank p a ir of b ird s in one day’s feeding of young trade Nine 2« Make a w inter home fo r 1. Carry out a controllc d ex­ .. petS ' " periment in oross fertlli* 3* Learn to set a table sa tio n 2# tlake a committee report on Grade Four •The Meaning of Infancy* 1* C o lle ct p ic tu r e s of ."•by M ake - v - homes and ch ild ren in ^a'ds "Tea ‘ ...... other lands 1* Study "Improvement of the 2• Estimate mother *s work Human Plant” by Burbank in home and "Carrying on the Pres­ 3. Make book of bird fami­ ent Race Problems"-de Vries l i e s trade E leven •. ■ - Grade Five 1* Study "Kutation”-de Vries, 1# Construct a model kltotw 2s and "The Blood of the No­ en tion "-Jordan; also "flail of 2* Study work of flowers, the Twentieth Centurt*-Jor­ winds, and bees in car­ dan rying on the pr oces of ade Twelve - fertilization in plants • Hake several family budgets 31 Character Education Institutions op«cit«. om osite p*3Q« P"

In The Home f'ceiierflee Curriculum Courses In Public Bchools,-D efinite work in being given in the home ecdnomleB curriculum toward, prepa­ ration for parenthood and fariily life* Courses in child care and training for seventh and eighth grade girls are offered in the elementary ochdolo that include the seventh Mid eigh th grades, and in junior and senior high schools. The courses in the senior high school are arranged for Junior and senior girls. These courses stress the physical aspects of parent­ hood education^ The work is jprovided in both cities and • states; There nursery schools are available actual expert*- cnce and practice in caring for children of the prekinder­ garten age is provided. The courses are arranged for units of time varying from ten to eighteen weeks* The content of courses for cities and states is so similar that an outline of the work in child care and training planned by the state of Wisconsin for girls of prehigh school age w ill serve to indicate its nature: 32 llsconnin*n State-Wide Child Care- Program#-

I 4 Purpose of this course of study-home hygiene, handling the baby, baby*0 clothing, washing the baby’s clothe®. 2. Body hygiene, baby’s hath* 3. Pood, commercial ## proprietary foods, natural food, feeding Schedule,additional foods, juices, cod liver oil. 4. Cereals, vegetables, vegetable soup, stewed fruits.

‘ ^^IWlhltcoSbjPiaeline S. "Typical Child Care and Parenthood Education in Tfoae PconoaicsZ Departments ".United States Bureau ofL ^ducat ion B ullet in , 192 7 ,Eo . 17. p., 9. 8 5

hard foods, general rules for additional food, r/eon* in g . ; ....- : - - ' - ■ / : _■ . . ' 5, A rtificial food, sugar as a food, preparation of ce­ real water, water milk, ice, homemade ioe box, ther­ mos "bottles " - •- • 6« Utensils needed for preparing a bottle formula, prep- •: ■ aration of.utensils, estimating the formula, js^thod of putting up a scalded or boild milk formula, method of putting up a cold or raw milk formula. 7# How to give a bottle feeding, core of used bottle and nipple, drink, the bowels, constipation, weight, de­ velopments £♦ Teeth, sleep, when the baby does not sleep, night clothes, baby’s bed, bedrooms 9s Outdoor life, care of baby in hot weather, sunshine, rickets, baby's sun b a th s 10s When baby is sick, vomiting and diarrhea, communica­ ble diseases, colds, convulsions, enema, colie, hic­ cough, eyes, ears, medical advice, habits, birth- regi- ' stration. ■' V . . ..' Courees in child care and parenthood edu­ cation are offered in the home economic departments of general and vocational high schools to girls in the junior and Belli or classes. Practice in child care is provided in nursery schools whenever possible. The aim of child care and parenthood edu­ ca tio n i n high schools la to teach high school girls-how to help with the care of younger children in the home and to de­ velop in them an appreciation and understanding of the nature of child life. Such a course includes the following topics* 1, The baby's community surroundings as to freedom, from contagious diseases ouch as diphtheria, scarlet fever, whooping cough, measles, mumps, and others$ impure milk and water| inadequate garbage disposal? insects; insanitary conditions of the home with reference to ventilation of the nursery and the child's bedroom; improper playground fa cilities. 87

',;2* The loabyfs :physical character!stico and development; normal gain in weight; defects, if any; general con- . dition of akin* eyes, nostrils, mouth, scalp, and body* 3*. The baby's daily schedule as to feeding,, bathing, . sleeping, and exercising* • : ■: . 4* Baby's food* (l) proper kind, regularity, and clean­ liness; (2) breast feeding and proper food for nurs- . ing mother; (3) artificial food, its core, prepara­ tion, and advantages; (4) unsuitable fopd, meat,coarse . eelulose, pastries, sweets, stimulants, cakes, nuts, and others of this class; (5) suitable supplementary : foods during first year, fruit juices, cereals,gruels, and strained vegetables; and (6) proprietary foods, : , kinds, cost,.how prepared, and nutritive deficienoea.

.. • • 5* Coemon digestive disturbances of artificially fed ba- . b ie s , and th e ir remedies* 6* nutritional disturbances such as malnutrition, rick- . eta, scurvy, eczema, and others and the symptoms, causes, preventions, and treatment of these diseases. 7* The baby's clothing, selection and construction from the standpoint of health, comfort* and economy; suita­ bility of patterns and materials; serviceability; re- • . pairing; laundering. ;- ■ ^ , 8« Influences bearing upon child life-heredity and eua- „ toms, discipline, economic conditions, opportunities for. natural development* : - S« The preschool child as. to the development of lan­ guage, attention, observation, memory, imagination, _ reasoning, and obedienae; moral and religious train­ ing; habit formati-on; and education through suitable p la y s, games i;. toys* book# > - s t or ie o * t and - ra ga sin es*33 Courses In Higher Institutions.-Colleges, universities, and agricultural colleges also offer eouraea in child care and parenthood education* Some offer such courses in connection with nursery facilities* and others offer them

33 Yihitcorab, Emeline S. on. c i t . , p . 10-11. 8 8 ooatoia^d ■with home, manageiaent houses* A home management house is a home made up of one or two prekindergarten chil­ dren, nine or aore homo economics seniors, and a resident in­ structor* The seniors serve, one as a director with direct supervision of the children, a second as manager who directs or runs the home, a third as associate manager who is respon­ sible for the house furnishings and equipment, a fourth as a special assistant who attends to the children’s laundrjr, and a fifth as a general assistant who checks and superin­ tends the food supply of the home, serves the children ’a meals, washes dishes, cleans, sad sweeps* . : ' ' The higher institutions also provide courses for juniors, seniors, and graduate students whose purpose is to train tesohers and worleers in this field* These differ in the various institutions in location in departments, and content of course but they a ll provide instruction- in child care and parental education* The course of no one institu­ tion whose program is given can be taken as representing the courses* The course offered in the home economies depart­ ment of the University of '.Yashington seems to be the most 34 definite* It contains a unit in euthenics and heredity taught in the department of xooiogys a unit in physical care of the baby given, in the nursing department; a unit in child psychology taught in the department of psychology; and a unit in hygiene

gi %itcomb. f,me line 8. op. o it.^lp* 4^ v 8 9 of clothing given in the home economics department. The main function of hone economies edu­ ca tio n i s to con trib u te to -worthy hone number sh ip . To-be a worthy member of a home one should learn a vocation, how to e s ta b lis h and manage a home, and th e ,d u tie s of parenthood* In Table VII is outlined the cos tent of a home economics course in worthy home membership for public schools* The subject matter of this course is characteristic of what is offered in the schools at present, and the instruction given in child care constitutes the parenthood education of ado­ lescents* The work outlined for the junior end the senior high schools is taken from the Denver home economics courses of study for the junior and senior high schools*

35a Denver Public Schools. Course of Study l^onograpk Ho. 12. 135 p . 35b Denver Public Schools* Course of Study Monograph Ho. 13. 138 p . 90

TABLE VII A HOLE ECONOMICS COURSE US WORTHY HOMS MEMBERSHIP FE, PUBLIC SCHOOLS

School Division School Division and Subject Matter and Subject Matter 36 37 First Six Grades Junior High School Industrial arts correlated Home Problems in such a way w ith regular 1. Personal responsibili­ work that a girl entering ties and personal habits the seventh grade can: 2. Allowance budget 3. A g irl’s share in the 1. Follow a simple recipe fa m ily work 4. Care of younger children 2. Measure food materials 5. Sewing for the baby c o r r e c tly . • 38 Senior High School 3. Regulate temperature fo r h eatin g and baking Home Making and Child Care 1. Home making 4. Assist in making a bed 1 2. The household care for toilet arti­ 3. The home cles; set a table; dus t 4. The rooms a room; wash d ish es 5. Household management 6. The fa m ily and i t s l i f e 5. Sew a straight seam on 7. Care of children a sewing machine; cut 8. Hospitality in the heme by a two piece commer­ . ■; . ■ . „ - ;; ■ 39 cial pattern; baste Applied Economics for Boys seams; darn stockings; 1. Food fo r h ea lth sew on buttons; work 2. Clothing for boys buttonholes 3. The household 4. The house 6. Understand the elemen­ tary facts concerning Standards in Social Relations - the choice of food and 1. Service to others and clothing, correct food courtesy at all times h a b its , and p erson al 2. Invitations and their hygiene answers 36 Calvin, H. \v., and Others. "Reorganization of Heme Economics in Secondary Schools", United States Bureau of Ed­ ucation Bulletin, 1922, Ho. 5, p. 11. 37 Denver Public Schools, op. cit. f35a), p. 55. 38 Denver Public Schools, op. cit. (35b), p. 105-124. 39 Ibid. (35b), p. 127-138: 9 1

In The Bealth Cmrzlnulum Sez Xnstruction«~Bducatlcn for parent­ hood should Include sex instruction* Presenting family rela* tionshipa through literature and the activities of the gener* al curriculum and providing instruction and practice in child care and training in the horn economics curriculum consti­ tute only a part of parenthood education* Sex instruction is an essential part of parenthood education* At the right time and In a wise way young people should he taught the character, the functions, and the hygiene of the physiologi­ cal structurea from which the race springs* The natural lo­ cation for instruction concerning the "bodily structures, their purpose, and their ©arc Is in the health oyrrieulusi* This is specially true of the reproductive organs* Moreover, the personnel, equipment, and organization of the health curricu­ lum are well adapted to instruetiai that calls for the separa­ tion of the aoxes. Unfortunately, educational ■workers in the field of health, unlike those in the field of home economics, hanot recognized and accepted their responsibility for pa­ renthood education and taken steps to meet it* The follow­ ing discussion presents the subject of sex instruction as a responsibility of the health curriculum* The school1s program for parenthood educa­ tion is seriously defective in that it has as yet made no pro­ vision for sex instruction* The difficulty toward its incor­ poration into the health curriculum has not been due entirely 92 to an unwillingness cm the part of educators to have it there hut to a lack of agreement in regard to such items.as content of the oourso, proper age for students to undertake the course, and the method of instruction* The purposes of sex instruc­ tion are to impart such sex knowledge at each period of the child’s life as may he necessary to preserve health, develop right thinking, and control conduct; and.to develop a healthi­ er public sentiment in regard to sex which w ill make it possi­ ble to discuss with more freedom than is non customary the grave hygienic and moral danger to the individual and the com­ munity which grows cut of the violation of the physical and moral laws governing sex life and the processes of human re­ production. The aim of sex instruction is hygienic and ethi­ cal* Limited by its aim sex instruction must differ in one important respect fron other scientific instruction in that it must not seek to create Interest and awalcon curiosity in the. subject with which it deals, but merely satisfy the cu­ riosity which spontaneously arises in the child's mind by an­ swering Ms questions truthfully but only so completely as may be necessary to give proper guidance to his conduct, both hygienic and ethical* The less children and youth think of sex and the later they mature sexually, the better both physle- . logically-and''ethically* Premature development of Bex con­ sciousness and the sex feelings is harmful* natural curies!**

t y abates when,-judiciously gratified in a way not to suggest 9 3 further inquiry. Child:on like adults, ore curious not shout what they do know "but oh cut whst they do not know. It io 1%*- portsnt also to satisfy oil normal oe% curiosity before it hecoma reenforced hy the development at 'adolescence of the sex emotion, and to anticipate the child’s receiving cox in­ struction from impure sources# Detailed descriptions of external.humen cnotomy should he avoided and descriptions of internal anato­ my should he limited to what is necessary to make clear and to impress the hygienic hearing of the facts to he taught* The details of.: human embryology which have no direct hearing on lap orient practical truths should likevdae he avoided. In printed hooks and leaflets cuta#illustrating human anatony, should, he avoided when poisihle* „ , . , ; Dethod Of Introducing Sex Instruction In­ to The Schools.-The introduction of aex Instruct!m into the public school system should he made carefully and with due regard to local conditions such as the attitude of school of­ ficials, and public opinion. Good results could he expected if the teachers and parents interested in each school are a-, wakened to the need, of special instruction. The work should he developed gradually, quietly, conservatively^ and on a sure foundation. There .mist he no special course labeled sex education. The work should he in the hands of. regular teach­ ers in the school who have been fitted for au@h work and who are aware that the physical aspect of sex should not he sev- 94 ercd from its natural connections and made undesirably prom­ in en t. 5e>: education ia a fundamental factor in character education and cannot be neglected. It should eo» pliaeinc the spiritual aspects of seoc relationships as por­ trayed ir: liter tame and reenforced in ethics, and the social aspects as evinced in the family and society. The finer val­ ues of the home and family relation at their best should be stressed. So also should the need of right behavior in the whole range of relationships preceding marriage and the es­ tablishment of a home. The scientific vocabulary for the discussion of the physical aspects of sex should be given pu­ pils 'in all the grades as needed in connection with hygiene, physical education, nature study, and biology. Such a vocabu­ lary makes it possible to discuss the subject normally and un­ emotionally with pupils. In the care of children of the preschool ago and of the earlier years in school, the chief aim should be to prevent their forming injurious sex habits; to give them the information to satisfy normal curiosity indicated by their questions, especially in regard to the origin of life; and to immunize them against the unwholesome sex revelations and in te r p r e ta tio n s of the s t r e e t . All phoses of sex instruction except the facts of sex and reproduction In mammals end man can be given by most teachers. Reproduction in planta and animals below 95 mammals can be taught In nature study In all the grades by all the teachers. Certain phases of ac-x education can be taught without difficulty in the high school in connection with lit­ erature, domestic science, physical education, and hygiene* The sane is true of the building up of a loyal appreciation of their own home and family life on the part:of children. Human reproduction, fertilization, and sex diseases should be handled in the high school by the beat prepared teechers of biology and hygiene, some phases in mixed classes, others in groups with the sexes separate, and in some cases private­ l y . ■ ' ", ' - The various extracurricular activities of the school, especially the athletic and social activities, should;be utilized to reenforce specific sex education in the classroom.■ Such activities as dances, senior and junior prome­ nades, literary societies, in ell.of which the two sexes meet, can be made effective aids to realization of the general aim of sex education under judicious guidance by the teachers. In some activities like dances and class promenades, the interest and influence of parents should be enlisted. Avenues Of Anproaoh To Sex Education.- . "In planning to include sex education in the : 1 curriculum, it should be realized that sex in life is not isolated as an experience or as a group of fasts. Few branches of knowledge or feeling do not touch sex problems. Few sub- .1 . jects can be taught properly with the sex as­ pects left out. An examinetion of the eurric- ulum shows that society has had an official censor deleting sex frea a ll classroom \70rk : under the orders of a now outworn prudery. We 96

: find aex loft out of oil subjects no mattor how the omission weakens or fa lsifies them. To undertake sox.instruction thon is not to add subjects but merely to lift the taboo from certain kinds of knowledge which fora organic parts of courses in nature study, '. physical education, biology, .'physiology, end - community civics or sociology# Sex education is by this ncans given its.normal.place and can often be conveyed to pupils in their class­ es without the slightest consciousness on their part that what they are receiving is - se% information*".40 - In considering sox education from this standpoint, there are three distinct types of instruction ■which may be profitably be considered: Ifirst such basic in­ struction in the general principles of sex instruction as should be given to oil children in the grammar gradea in the course of teaching nature study and other subjects; second, more specific teaching in regard to the anatomy and physiol­ ogy and hygiene of the human sex organs which may be given by specially qualified.teachers in the high school grades; and third, personal counsel given to individual boys and girls at all stages of their development, particularly in connection with courses in physical education,; end the su­ pervision of athletic and social activities. . Content Of A Course In Sex Instruction.- For the purpose of outlining more specifically tha character of the instruction adapted to.various ages, the life of the : pupil may be divided conveniently into four periode, from one

'40 Winslow, C.K.A., and Williamson, P.B. Sex Hygiene fo r Teachers and P a ren ts, p. 2. : 9f to.air.; from six to twalfe$ from txislve to sixteen; and from sixteen to full maturity. Tills division ia not wholly arbi­ trary but rests on a basis of foots both physiological and psychological. - The period-from one to six ia the period preceding admission to school and is , therefore, the only pe­ riod during rriiich the cere of the child falls chiefly upon the mother. It ia important, therefore, that in lectures given to mothers on sex education special emphasis be laid upon this'period and that proper instruction be given as tu the care of the child1a body. The danger of placing it in the care of an immature or injudicious nurse should ba pointed out. Instruction should be given as to how the child ’a ques­ tions relating to tha origin of human life may best be an­ swered, This is the only sex instruction e child needs du­ ring this first period. In addition to this watchfulness over the child’s habits and protection from untoward influ­ ences constitute the mother’s chief duty. The period from six to twelve which might be subdivided into that of early childhood and that of later childhood, covers the greater part of the elementary school period. Here the school must share with the home the hygienic and moral cere of the child and, as most parents are not qualified at present to give the necessary sex instruction to their children, the duty falls mainly upon the school. Truth­ ful and delicate answers to the child’s questions as to the 98

• origin of the individual hrnnan life , end instruction which w ill protect it from forning injurious sex habits constitute the cMef features of so:; instruction- during the early years of. this period/ 3uch instruction should best be given pri­ vately and adjusted to the. child's individual needs. It is essential at this period, as at other periods, that the child bo provided with abundant playground facilities for play and ■exercise; that his habits of sleep.be regular} and that he be protected from corrupting social influences at school and in the neighborhood. There should be given during the years of later childhood a carefully planned course in nature study* The child should be jeade to understand the function cf root, leaf, flower, and seed; the different modes of scattering seeds, the various methods of fertilization and the ncoooaity for fertilization; and should be led up to the generalization that plant life always, springs from plant life. In like man­ ner a series of lessons should be given on reproduction in anir-al life below raamelo, making use of familiar animals. The origin of the chide, the fish, and the frog from the egg, and the metamorphosis of the frog; the origin of insects and their metamorphosis; and finally the necessity for fertiliza- tion-theoe might form the chief topics of cuch a series of lesso n s* So for as specific aex instruction is con corned, the aim should be to ingress deeply the mind of the child with the beautiful and marvelous process of nature by 99

Tjhich life is produced from life , ‘both in the plant v.-orld and in the animal world* It ie not necessary end in nest cases not desirable that children should make application of this knowledge to reproduction in man before the beginning of ■ , adolescence further than that the human infant is developed within the mother. But such instruction on reproduction in nature w ill create the background of knowledge which w ill afterwards invest reproduction in the higher animals.and. in. man with a significance end a dignity not otherwise attain­ able and, what is equally important, it 7 /ill create the right emotionel attitude toward human reproduction and prepare the child's mind to appreciate its 'secrednoss. . luring the early adolescent period, ap­ proximately from the age of twelve to sixteen, reproduction in p la n ts end in anim als below mamraIs should be more ex- tenslvely studied end the wonderful variety of modes of fer­ tilization, especially in plants, be emphasized* It is im- - - portent to make the pupil acquainted with a wide range of feats in order, to impress his mind with the wondrous beauty of nature's provision for the perpetuation'of. life, the aim always being ethical as well as scientific end hygienic. with this background of knowledge, re­ production in mcmals may be taken up* The teaching ought now to in preos w ith many illu s t r a t iv e f a c t s the. g en er a liz a ­ tion that animal life comes from the ovum* Fertilization in mammals should now be taught and this should by natural steps 4

1 0 0 lead up to reproduction in mn. The simplect factn in regard to heredity should uor he Laught and their application be mede to humeri life* The pupil r ill be in s position to un­ derstand the oicnlfiosnce of eeo: morality and to be impressed with tlie dangers to health and morals of cbnormal se% habits* Specific instruction in regard .to sc:: lacarolity w ill now-bo specially effective. In ccunoctioii with the study of reproduc­ tion, both during t’lr. osrlier and the later adolescent period, emphasis should be laid on the broader ethical implications of biological facts as roveelcd in evolution. The evolution of care for the young and of the corresponding psychic fac­ tor of love for offspring should be made clear end be empha­ sised. The evolution of parental love should be traced both in animals and in nan. The facts tlu)t as the offspring become fewer in number and are nore helpless at birth, parents! love and care must of necessity increasej .that the pairing of ani­ mals for this purpose foreshadows the husnan family; that ea the .hiuw*n infant is one of the noct helpless animsIs at birth and has o very long period of maturing, Jiuman parental love is naturally otrongest, .especially in the notlier. At this polht biology and ethics are so closely interrelated that they can be nado mutually to o:oenforce one. anofclier, and the oecredness of the home and the significance of the family esn be impressed as in n6 .other way that is available in the pub­ lic schools. 101

. - ■ Tlni etnioel relation:] in the hoze/between parents and children and "beteen "brother3 and nisterg should "be eiaphaBiaed* It should 'ov iapr eased up on every "bo^r that every girl is somebody*s daughter and usually .somebody’s, sis­ ter, and that it is hi a duty to accord her the sane respect and protection which he would c vact from another "bey toward hi a ovm sister k 'I t has "been found by actual experience, that this point of view ecu be node to appeal strongly to boyo even v/hen cone other points of view do not appeal effective­ ly • . ' ' " During tee entire period of•adolescence children should "be given 2 genorrl knowledge not only of the physical cliangcs through which they arc passing and thoir hy­ gienic and ethical significance, but they should" also be led to comprehend the significant psychic, especially the emotion­ al-, changes through which they are passing. During this pe­ riod, in addition to the indirect moral training through lit - . erature, there should be systematic instruction in practical ethics of which the ethics of sex relations should form r natural end integral port. During the later period of adolescence, frcm. the age of sixteen to complete maturity, there should be given more thorough instruction in heredity and the bearing of sex morality and immorality on ft.turn generations; and special instruction as to the character and the dangers of sex diseases. While in corns individual cases such instruction 1 0 2 is needed earlier and should be given privately, the general presentation of the subjest should be reserved until late adolescence on the general principle that any particular phase of sex instruction should be given only when it is needed as. a protection from real harm. The subject matter suitable for sex in­ struction which has been discussed is presented in Table VIII which follows. It is divided into periods in accordance with this discussion. The topics deal in order with the mother*s care for the preschool child, nature of sex instruction ap­ propriate to the years of childhood, instructing edoleecents in the matters of sex, and suitable sex instruction for post adolescents. 103

TABLB VIII 41 SirBJBCT >iAT’m R SUITABL:, FOB 3Ka IlBTlvJGTIvl] :

Subject Latter Suited to Subject Batter Suited to the Various Age Id visions_____ the .'Various'-Age D ivisions Years I to 6 Years 12 to 16 1. Teach mother to exercise 1. Give further instruction : watchfulness over child in regard to reproduction in p lay and h a b its in p la n ts and in anim als below mammals 2. Teach mother to protect :' ./ ch ild fr om unt award 2* Give instruction in re­ influences 1 gard to reproduction in mammals 3. Teach mother how best to answer child's ques­ 3. Give instruction in re­ tions relating to the gard to fertilisation in origin of human life . - ■ mammals 4 . This i s the only se x 4. Teach ethical relations instruction a child in home between parsets needs dating this first . and children end between period b rothers and s is t e r s Years 6 to 12 5. Give instruction in re­ 1. Answer tr u th fu lly ques­ gard to reproduction in tions as to the origin man of human l i f e Years 16 to full maturity 2. Provide instruction to 1* Provide thorough instruc­ prevent formation of in tion in regard to heredi- ^ jurious sex habits ty , ■. 3. Give instruction in re­ 2. Stress bearing of sex gard to reproduction morality and immorality in plant life upon the future of the race 4. Give instruction in re gard to reproduction in 3. Provide special instruc* animal life below mam­ tion as to the charac­ mals te r and dangers of sex d ise a se s * 5. Give special private in ■ struct ion-'to overage 4. S tr ess - e th ic a l and hy­ children who have formek gienic phases in all injurious sex habits se x relationships______41 The American Federation for Sex Hygiene. Report the Special Committee on the Matter and Methods of Sex Education, p, 5-9. 1 0 4

Ctmliisloits And Recommendations / • Th® problem and purposes of this thesis hare been presented "briefly in the opening paragraph of chap* ter one* It is necessary to repeat them here, hotrever, in order to give meaning and show their relation.to the conelu» sions and recommendations that follow# The problem of this thesis is to determine specifically the amount of responsi­ b ility the home and the school each should have in develop­ ing correct home ideals,• and the purposes.of the study are to find specific answers to these tliree questionsi 1# Has the school any responsibility for developing the ideal® of respect for and obedience to parents? 2# Is the school*8 responsibility for developing these ideals less thani equal to, or greater than that of the home? _ 7 3. Does the combined responsibility of the home and the school for developing the ideals of respect for and obedience to parents represent the total•responsi­ b ility for developing these ideals? The solution of the problem and the an­ swers to the questions outlined-mast be sought among the data collected for this study# These data furnish the-fol­ lowing facts: ; : : ■■ ' - - ■■:; 1. All the neeessaiy traits of charaeter must be devel­ oped through all the situations wherein a trait should function# ■ 2# A concept of a socially ideal person must be built up in the mind of each individual child in carder to insure his correct and consistent behavior, end his satisfactory social adjustment# 3# The school is well equipped for building up such con- / 10 5

cepts through its curriculum, teaching staff, extra­ curricular activities, a judicious use of the char­ acter forming material of the Bible, a rise use cf the influences of extraschool educative agencies, and the assistance and support cf the heme, the church, and the community. 4. Materials for developing a concept cf a socially ideal person are to be found in children*s,native tendencies to action and in the forces of their environment, 5. The community is the normal unit through which to build up a concept of a socially ideal person. 6. There is little evidence that effectively organized character education is taking place. 7. The school recognizes its responsibility for devel­ oping correct home ideals and is making successful efforts to discharge it through its -home economics- curriculum. 8. A course in preparation for parenthood and family life has been outlined in The Iowa Plan for charac­ ter education which might be used by the school for discharging its responsibility for developing correct home ideals through the general curriculum. 9. The school is making no effort to organize and offer through its health curriculum a course in sex instruc­ tion without which its program for developing correct home ideals is incomplete* The first four items outlined above place upon the school responsibility for developing the ideals of respect for and obedience to parents. These ideals belong in the group belonging to family life, and constitute vital elements of the concept of a socially ideal person* Situa­ tions for developing these ideals arise within the school as well as within the home. The school has at its command ma­ terials, methods, and equipment for developing them* The aid of the school is indispensable to the effective organ!- 106 action of ->i om-fUV" Z ;r of iowe .end if: school for f-vol-

• 1 Irg t-iv- ii.f.: 1 >f t i »x nC ot ,ci nc ■• to weren'ts xcA re ­ gents the total i t l; ;n :*t)Mlty *:: i-v lo^ i j t mso iU ^ ln Is to T ■» f nmd i:. 11 or; five-A sen :m i ty Is the ::ornol unit through which, to hvild up i ccnc^-t of c :c .icily ideal per- r,on» According to th’ -j It : pi oon- \un‘ *.y f reo wl th the hone sne the nc" ocl :e _ n - iM U ty f or * v lop ing tie id* .lb of rc6f< ct for end he ienc to perez to. *~ht da te )f i 1.1- stiuly c ontain, lic.ft ver, no ensver to the second .portion ;v!ie tft? t c l . p out. M . i ty of the school f j: dev. d op ing i he ideals Jf rt -poet f o. end ole dir nc< to pc rente io ler then, c pud to, or grcctei that of r t : ome * Th.; ci roc ter of the res^nslbilitp tie rorio and tlit cho 1 i ch f or developing these id e d c ohut _ertr in to frr-.ily reft ti 'nsMpr i skes it difficult if not :* - nr Hole to give a ‘jAE’/it its tiv answer to tniu quetiicne

school ce.> do 111 le t cttstc .leveloping these traits* ft does not c >iv into c ontect with children at the pea i .J of life when it 1 % n ces.ery to develop then. It 1- ’■ i LMn the h !*ic thrt the f ctmdf ' >ns of these traits are li id, the la. ex­ pression fixed n h»Mte, &nd i do sire for tWn established* fuch foundetl one, Tiot" ts, end dei-irer, af e 1; d, fix - , end erected onlp' hy hoc dr f fa ml lies, adequately prepared for the functions of parenthood. The sc ho cl can, however, reen- 107 f roc th.) work of the ' : . * 1 i t-esc traits after cliildren sal r eahool th?*school 130 tie and ec.i;;1 aoti-

I tig a . In L.-ii3 eo . e t :cdool i:. Indirectly rccy ensihlc for the e btah 1 i 3>1 o"?: 11 of t ••2 Ideals of r for ead obe­ dience to parent:-• It j direct re._ 0 e?Vblllty for tee e 3to -

111_hlent of th- ?e tr its 7ono; ots in training and instruct­ ing the young in Vie dutle : of parenthood# They w ill thus he equipped to as mne 1. 1 ' *’ »c' rge the 2 inslhility f r

V e e c t.ib lXsir 13111 of t \e0 t r a it s theme Iv e s.

The home f 3 responsibility for isvrloping the id e a ls of r e g ie', fa. and o>? ’ienc*- to parent i s d ir e c t a id very great. It r ’it he 5ire1 ^rg 3 during the gn 1:3 of infancy and ev rly youth. Vm school's reupo^sihilitv is ,i«o direct aid equally g % t. It . njt to discharged d it 5. ng the

1 cried of Tote youth >n " odole cencc. The dischar - 3 of a direct 'ey c n ihility of 'f 3 school yiccod : the ••* • *chazg..

0 " the direct responsibility of the ho...c« __arently th: h Hie and the school share tegeth:r :he responsibility for is v flaying the Ideals of re erect for aid obedi mce to par 311 tn each U se 1 ; :*^leg Its re.;yocsibility at different tires, in different vnys, aid 1 3 cooperation .vith V ? come unity a id each other,

Tithout a quantitative enewar to the ques tion whether the r o sy •n slb llity of the school fee d i t rloping the idoaln of respect for and obedl.noc to parents is less than* equal to, or greater than that of the hoiae* the prob- 103 lem of this thesis cannot be solved as stated. It can be solved from the data collected, however, if the responsibili­ ty of each for developing correct home ideals is considered from the standpoint of kind and not of amount. The school's responsibility in this matter is for preparing prospective parents for the duties of parenthood. It is making some pro­ gress in this direction through its home economics and, pos­ sibly, general curricula. The collaborators of The Iowa Plan for character education have organized effectively what appears to be largely material that has always bsen used in the scriool. This organization is a contribution in so far as it has se­ lected from the school's curriculum subject natter for use in a course of study stressing the psychical and social aspects of parenthood and family relations. Such a course could be taught by the classroom teacher for it calls for no techni­ cal knowledge of the human organism. The problems and pro­ jects suggested for the enrichment of the course are simple and present no difficulty in execution. The course provides for both boys and girls. It is now seven years since this course in preparation for parenthood and family relations was subm itted and evidence th a t i t has been accepted and i s being used with good or otherwise results is needed* The workers in the field of home econom­ ics recognize their responsibility for the family and are mak­ ing definite and valuable contributions to parenthood education. 1 0 9

1 tl.at 61 re sue 9 Die i 'x ic e l zaC social et^ cv-.s of ^ tiecl: 1 «nd n relL .* v>u • "Jh. ■ m u .:. . in uctui-1 lun. X.i'ogreer contii:u» ;. 1:. L! la lid ! the i eui.lt ’ .1 le % it.finite, v e i l vorlzcd vu'.; c-vaa-L# of t tuc^- nth - i due. -i.n re - t trioted* ho'/cv. r, to jirlu i-i 11 esuentivl flilurcu.

ZTo cuiri c Ca.i for ^ e.- nthuod t duu. ;ion lu cozapltte or old he u; •. 1 n - -/.Iv d / *;* oviti-^n is i% le f or se'- in stru ct! a % 71: eh ol do: not .. *a- j.roviuiun for sc:, instruct !un et _ ri s nt. %1. ,s it dees, ul^ituvcr

1 -rogsen fo? jmrent-iocduc«: : ton It should v/ork out in th- general currlcx Itm an1 t*u ho:. e ion >: dev- curriouluri ill 1c Incorrrletr and lock v* ’ lily.

rduoation for parenthood should Include

»•••• r instructT n. Treu rtinj fc dly relstioaships Dirau^i lit ireturn ? nd the retivi1 ieo of l > w m rcl curriculum and pr >vicUn(i in true Ion end pr D ie., in child . re end in^ constitute :>nly l pert of purenthood education, loo in- titruciion is -> .art of pur .::thood education, l.t Uu, ri^t t

' line and i . c vise uey v nia^ people sh >uld l e taught lie character» the functions, ; ncl the rygiene of the biologi­ cal structures f am iThich the race springs. The natural lo- c a t i on f or in a t tic t j on c on c e rn 1 nj tic b od ily 3 ti uaturea* th e ir function?, rnd th e ir o^re lr In V . ’ r->Vh cv: rJcvlv.t, "hi:

1? eepeclelly true of the reprodvctivr organs, Moreover, the personnel, equipment, ond orgonlzatian of tie health curriculum 110 erf- rflrjl-r* to inr.trr.c-^ i rn t >•* t c? lit- fc* ' * < re^arat:1 on of t he nexe e . Hr fo r 4 vnr * e l y , t> ' r, r net-1 i • ne 1 ror’< era In tbs

Tiel.5 of ‘-eelt> , ur.% 11? ' '-rr 5 U e fie ld of hoi . *• cor.a Ice*

Vf.v' not r e o !?.•?c one accented ti olr rorx ont 11)1 lltj for the fSKiI 1} and t )on otcji t - c t It# 7 ' io x 31v ^■i ;2., intr rdvo* ...

I net r net? on Into t V .e he * 11 r; c u r i c u lion, ii: T r e a t'd here for

the xurr ore of rtrenr.lrw o defect In t) - schoolfe ^recent v • c*, " r f or ; t nthcod c di-ca * t *n -. .* i r ovic.ii.^ i \>i elcji owsd for tie recoi mcndrit len tht t. the eelre; ti on&l vox here in the

field of 1 celt: v icovjt jef t ..3 1st in V c v rMn«x out

rf 3 puitrllo cvv^Icvlvn fM ;nr nil ‘ chics ‘on#

"■'u the; ei v-h in lhi fi Id in 2 e&a: * to

the o s s ib lllt. of f.ntT oduefnr; 2 Inatn-cti n into ti e _ bile

school, tho ;.urpor *f fch w Id '' to arrive at r-? r* t

32 to the onn• int of rvv' inrtn cf ion, t o %roi r are f' 1 it s

Xrarertetlon^ end nr-thefg ^or t r oohin^ it e-ff oc : ively# 1 %' t be

undertaken ond >)t of t:lt»e 4 ; heel e • ir in t? 1 tore 3rd cur-

riculUTi n.'il"err*

73 rlrjht be ?nro. rlete ot this point to bring

to the attention of there, t h o t c* interested in tl : i i ; r ove*

of children’s phyulCKl environrent tu inetrunci t f r m i run-

itig end eve hushing t ) *• 1 or: . 'he* 1 o:ie rating -ci le here in­

serted If one dev;l ef ond c onstiucied by mh Clrrsctr r T 'uca-

ti on Inquiry tin ryl Its a-fir c ' : r Trr. Hu^h Hr rtrhornf

end Herk A* 'by v/hose experir.-nU 1 study in tha nature cf I l l character furnished much of the data of this thesis. The scale is designed to rate a home on the elements of the fami­ ly, its economic status, and its home life. Measurement ie made of the personality, mer.'tai and physical health, end civ­ ic and cultural interests of each parent. Account is taken of the family income, shelter, and horns furnishings, ucme life is measured through the housekeeping, meals, sleeping conditions of the children, mutual adjustment of the parents, family recreation, discipline, and attitude of the parents toward their children. The scale seems to he well construct­ ed and should prove useful in invcetigetione of esses cf mal­ adjustment among school children. 42 PAGE SHEET Aim RATING SCALE EOF STUIT <)F H01SS 1 a jne ••»••«••••••••*■ A lia s • e #SeX: M p Color: .V B Y AH ri r^> a"., ...... in h nnl ......

•• . Occupation or school ’ir e t ntimu ■ . 2Ta tio iieli ty 1. "father __♦ .. ______- ■ .... - . •. . - - .... 2. 1 ithcr •# 4 3. >tt • • • 4# Slepn;other • __ • .. _____ - ..... -. . - . - ...... ♦ ...... __ ...... 5. « • • _ . ____ 6, • •• 7. # • • 8. * • 4 . # ♦ $ # Others in household # Cinahir or sta tu s Relevant information # • # .• # I e le t iv e e • .sddi »Kinship .Relevant information * __ _ r . -. __ * ...... ^------rv

_ . • ...... • . ,*...... rr-i 1—-r - - - Sources for further information .Address • C oimuent •• Uame Ho Quantitative Summary I. Family A. Father 1. Intelligence Mental defect B orderline Dull normal Good Superior 2. Education 0 1 100 I l l i t e r a t e Literate but fin ish e d F inished F inished little formal grades high school c o lle g e education 3. Iliyaical h e a lth 0 l a o o Always sick Usually sick OcbaBionally Fair health Exuberant 113 s ic k h ea lth 4. Physical d e fe c ts 0 . . I 100 Incapaci­ S lig h tly Defects of negligible char­ Bo phy­ ta tin g •Incapacita­ a cter s ic a l de­ tin g f e c t s 5 . Kenta1 d e fe c ts 0 I 100 E p ilep sy h eu ro sis. Aild nervous d iso rd er. Superior P sych osis Psychopathic Instability in te g r a l trends. Con­ tio n . B- stitutional in m otional fe r iB f it^ s t a b i lit y 6. Church re­ la tio n sh ip a* A ttend- o- 1 100 . ance :!o attendance Occasional attenr . Irregular regular dance attendance attendance In tero o t and a c t iv it y 0 ______/. v ' ■ ■_____ loo Ho religious Routineoccasional reli-W ell established in te r e s ts religious obser- gious interests religious convic- vances tions

7» Personality 0 ______100 and notorious anti- Occasional sex inclined to shirk Responsible# behavior social behavior irregularities• responsibilities. .Ho antisocial Occasional drink-Variable habits behavior. Ex- ing sprees eapiary habits. 8* Interests a. C ivic 0______■ ■■--.. - ... .. ______;______1 0 0 and cul- lo civic or cul­ Cocasione1 civic Occasional civic Active civic and tural tural Interest® or cultural in- and cultural in- cultural in­ terest# tercets tercets b. PoliticalO / - lo o : Ho political occasiona1 politiqel interests ' ■' Active politi- interests cal Interests • •'*

B. Mother 1. Intelligence iiint&l tierect Borderline Bull normal Good . Superior 2s Education 0 I l l i t e r a t e Literate but Finished ■ ■ ' PlOTBffe'ff '""" FiniraiS:/•. 19 ° little formal grades high school 1 c o lle g e education 3 . P h y sica l h ea lth 0 1 100 Always sick Usually sick Occasionally Pair health Exuberant s ic k h ea lth d e fe c ts 0 7 100 Incapacitating J Slightly incapaci­ D efects of 11 o physical de­ ta tin g n e g lig ib le f e c t s character 5, liental Q ' ' ) 100 health jipiiepsy. neurosis. STd nervous • Superior inte- , Psychosis...... Psychopathic disorder. Insta -gration. Emo­ trends. Consti­ b i l i t y tional stabil­ ; tutional infe­ .. .•'-■■■■ ' , it y * r io r it y 6. Church rc- - latlonship • a# Atten- 0 i 100 dance 2to attendance Occasional atten­ Irregular at­ Kegular atten­

dance tendance dance ‘ 115 , , b. Inter- 0 ______i ..... ; _ 100 . est and - No religious in­ Boutim reli- O ccasional V/ell-e s tab ll shed activity tereats ; ' gious observances religious•in­ religious convie t e r e s t s tion a 7. Personality 0 1 100 and j responsible. behavior social behavior irregularities. Co-shirk respond- ITo antisocial casicnal drinking b ilities. Vari- behavior# Kx- 8. Interests sp rees able habits emplary habits • a. u iv io and c u ltu r a l 0 H© civic or cultu­ Occasional civic. Occasionalit civ- Active civic" ral interests or cultural inter- ic and cultural and cultural b.Political 0 e s ta ______in te r e s ts Y in te r e s ts 100 IIo political Active politi­ I n te r e s ts Occasional political interests cal' interests II# Economic status ■i A. Income 0 ...... r.v'.'.V\ ] 100 Insufficient# Occasional re- S efficient Sufficient Here than suf- helief necessary lief necessa- for comfort- ficient all or part of ry able stan- time darda of living E. S h elter 1. Chvnerahio 0 / 100 Dispossession fre- Mortgage cr rent Own home* Own heme free quent out of proportion Mortgage cosy to of mortgage to income meet or rent pro­ portional to in­ come ?,* S ize 0 / 100 More than two per­ Two persons per , Che and one h a lf One rocia or

sons per room room . persons per room more per person 116 3. Other Thy si c a l 0 r - 100 aspects Repairs so urgent­ Repairs necessary* Heed of e s s e n tia l Physical aspects ly needed that . L ight and v e n tila ­ repairs# Light and entirely satis­ health is menaced# tio n poor ventilation satis­ fa cto ry Basement rooms fa cto ry 1 ■ - , ■ ; /• ; C. Furn- 0 100 ish- Ina&equete, leas Inadequate. Bare Fairly adequate* Adequate Luxurl- ingu than bare necessi­ n e c e s s it ie s : . A ll n e c e s s it ie s and ocm- ous ; t i e s but in poor; con­ fo r ta b le <■ •• ' i l l * Home L ife 1 d itio n A House- 0 ------L. ------100 keep- Slovenly Haphazard Hot m ea n and in g a aid (unattractive orderly B e a u tifu l u gly B .I& als . If Sufficicn-O / 100 cy Insufficient Scanty S u ffic ie n t 2. Q uality 0 ' / 100 Unhygienic Poor . : Balanced 3. T a la la ­ b i l i t y 0 . _____ / 100 Unpalatable Passable D e lic io u s 4. R egu lari­ ty 0 / 100 Irregu lar Relayed Regular and prompt 5. Hood 0 100 I r ita b le Indifferent Sappy 0. Sleeping conditiono of .child 0 ______I ...... ' , ______100 Very poor Poor Fair Good Very good D. Language 117 0 .. _JL loo Language of ■ Bdtii foroigh, - Foreign lan­ English spoken home foreign language aprt guage occasion­ exclusively English used a lly used B. Employment of mother 0 / ' ■ 100 Working out Working out Work at home; TfcoanYonfi ~ Hot c ontri- by waek* S w oat-several days Children"’ not*r work at home b a tin g to shop work a t in v o lv ed . Cc- fa m ily sup- home . ' e a sio n a l work port F. Integrity of family life out . . • ■ 0 ______;______' / 100 "Fa'mi'ly" group' ," InteoT' or" i:oT' In ta ct or not In - ’~'r Family""gropxT in ta c t, intact; out- intact, with tact. Relatives of Ho others in home aiders of bad outsiders of negative influence or only relatives character in good charec- in home. One parent with constructive home. Same forter in home. managing adequatelyinfluence group not in- One parent or tact * older child managing alone G..Marital Status 0 / 100 Chronically de­ Separated* Unmar­ Temp or ary pe­ Living continuous­ se r tin g or pr o- , ried couple riods of sep­ ly together II,. Ifutuel miecuous aration a d ju st­ ment of parents 0 1 100 Completely an­ tagonistic* A- one by the other. reling of incon­ base. Infidel! Suspicion of ei­ sequential sort ty ther ’s fidelity I.General atmosphere of household 0 I 100 Constant friction > earners get along together Gracious coopera­ and bickering tio n Jl.Attitude of father toward child P 1. Personal Q______100 06 r e la tio n ­ Grudging, antag- Selfishaifeo- Generous, sym- Generous* high do- ship onistic* .Tilling tion varying in pathetic, but gree of insight# to exploit degree or depend­ fostering infan- Tries to develop a b ilit y tiliem. Ten- child’s affec- dency to repress tion and indepen- 2* Id ea ls and : deuce expectancies a . Degree Q __ .. . 100 of am- Ho in te r e s t in c h ild 's fciid interest in his Ambitious for c h ild bition future future bi Occu- 0 • .100 pation Antisocial occupation Hunsocial Ir osocial d esired fo r him ci Cultu- 0. .._ T - 100 ral as-Ho interest in child's Mild interest in his High cultural am bition pira- cultural development cultural training tio n s J2. Attitude of mother tov/ard child Impersonal 0______'______;______100 relation- Grudging, an tag- Selfish affeo- Generous, sym- Generous.' liigh de- ship onistie* Willing tion varying in pathetic, but gree of insight. to exploit degree or depend- fostering infan- Tries to develop ability tilism. Tendency child’s affection .Ideals and to repress : and independence expectancies s. Decree 0 100 of am- Ho in t e r e s t in bition child’s future ilild interest in hia future Ambitious for c h ild b. Oocu- 0 100 pation Antisocial occupation Nonaocial i r o i o c i s i d esired for him . c. Gultu- 0 100 ral as- iio interest in child's Mid interest in his High cultural ambi- pira- cultural development culture! training tio n 119 , tio n s • K. D isc ip lin e ■* 0 . V • 100 Ho attempt at cu- Inadequate, Kind and in telli- Kind and intelligent per vis ion. Mo- Divided gent, but left to Good example. Pa- cipline un- authority one p aren t. I n te l-r e n ts in agreement in t e llig e n t and ligent but varia­ L. Heore- abusive b le ation taken together -' ' 0 _____ ' 1 ' ' Family as n g-rgnplOO Family as a group family as a group -Family a'o a group frequently engages never engages in occasionally en- frequently en- in well chosen recreation . - gages in purpose- goges in purpose- recreation ful recreation ful recreation

4T Hartahcarne, Hugh, and Kay. Mark A. S tu d ies in the Mature of Character* Volume I , Book Two. S t a t i s t i c a l Methods and R e su lts, p# 281-287. . 120

BISLI OGlwU'KY —LA" ill...... Jucwv.^j^ui . wially ~lXv. on the ,3dgrate Inc one. Philadelphia: J.B*Llppinc ott Co., 1921 • 247 p# AMBHIC>XN SBIERAriaH YCK SbU- : eport of the J u ccia l GOltV» uC 021 v, 1C d'-lLl tC v Of -jQ-'* U.C^« C 1 Oii• Hew York: C.L.Goldmann Co*, 1913. 34 p* BAKBOR, KDHA 13^AH. Parenthood and Child Nurture. Hew York: fiiu uitu. 11aii Go* , ljfci«2. l / o i • JujiHIQH, Choirs;a of ulie C maltuee ou Character Ldu­ es t ion of the National Education Ausociation. ‘‘Charac­ ter e d u c a tio n 1, UuiLoc Gtatch> .u o o Z .uco^l. . u l- lejtin , 1926, Ho. 7. Washington: Government P rin tin g Oi'x'iae, 1925. 39 p. SL..v/»CfcAK uu« vakiiuea ul ...oui.olu-y. Hoe York: i'ue Hacmilltin Co., 1915, p. 112. BRAIEH, SAHEL RAY* Th^ PaygfaQlfirnr of Character* Jefferso n City: 'university of SosourT, 192 . lo2 p.

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